health education: contexts and inspiration

SCHOOL AND HEALTH 21, 2010
HEALTH EDUCATION:
CONTEXTS AND INSPIRATION
Evžen ěehulka (ed.)
Brno 2010
SCHOOL AND HEALTH FOR THE 21ST CENTURY
The volume of papers is supported by the research (MSM0021622421).
RESEARCH Editorial Board
In cooperation with Faculty of Education, Masaryk University, Brno,
within the research project "School and Health for the 21st century".
prof. PhDr. Blahoslav Kraus, CSc.
Faculty of Education, University of Hradec Kralove, CZ
prof. RNDr. Vratislav Kapiþka, DrSc.
Faculty of Science, Masaryk University, Brno, CZ
prof. PhDr. Josef MaĖák, CSc.
Faculty of Education, Masaryk University, Brno, CZ
prof. PhDr. Vladimír Smékal, CSc.
Faculty of Social Studies, Masaryk University, Brno, CZ
prof. PhDr. Eva Sollárová, CSc.
Faculty of Social Sciences and Health Care,
Constantine The Philosopher University, Nitra, SK
prof. PhDr. Ing. Josef Šmajs, CSc.
Faculty of Arts, Masaryk University, Brno, CZ
prof. PhDr. Hana Válková, CSc.
Faculty of Physical Culture, Palacky University, Olomouc, CZ
prof. MUDr. Jan Žaloudík, CSc.
Faculty of Medicine, Masaryk University, Brno, CZ
Book viewers:
prof. PhDr. Ján Grác, DrSc.
Trnava University, Trnava, SK
prof. PhDr. Jozef Kuric, DrSc.
Constantine The Philosopher University, Nitra, SK
prof. PhDr. JiĜí Musil, CSc.
Tomas Bata University, Zlín, CZ
© 2010 Masarykova univerzita
© 2010 Evžen ěehulka (ed.)
© 2010 MSD
ISBN 978-80-210-5259-8 (Masarykova univerzita. Brno)
ISBN 978-80-7392-132-3 (MSD. Brno)
CONTENT
INTRODUCTION.........................................................................................................7
NOT THE BODY IS PRIMARILY ENDANGERED BY CONTEMPORANEITY
OR, CONCERNING MANY A SHORTAGE OF PSYCHICAL HYGIENE FIRST
OF ALL
Miloš DOKULIL ............................................................................................................. 9
THE CONCEPTION OF SCHOOL-HEALTH RELATIONSHIP IN THE
SCHOOLS OF THE FIRST REPUBLIC
František ČAPKA, Jaroslav VACULÍK......................................................................... 33
LEARNING FROM EXPERIENCE AND KNOWLEDGE BASE OF
TEACHING
Helena JEDLIČKOVÁ, Iva TYMRÁKOVÁ ................................................................... 39
EUROPEAN DIMENSION IN EDUCATION OF PRIMARY SCHOOL TEACHERS
Helena JEDLIČKOVÁ, Barbara BAJD, Lenka OGOREVC HRADILOVÁ ................. 57
THE NEED OF THE HEALTH LITERACY DEVELOPMENT
Jan HOLČÍK ................................................................................................................. 75
ON THE FORMING OF SOCIAL AND EDUCATIVE FUNCTION OF PRESCHOOL INSTITUTIONS
Marie MAREČKOVÁ .................................................................................................... 83
SOCIAL NETWORKS AND THEIR INFLUENCE UPON CHANGES IN USE
OF THE INTERNET AT SCHOOLS
Jiří STRACH ................................................................................................................. 89
HEALTH EDUCATION BY MEANS OF FICTIONAL STORIES
Jana KRÁTKÁ ............................................................................................................... 99
AREAS ENABLING SELF-IDENTIFICATION WITH FICTIONAL CHARACTERS
Jana KRÁTKÁ ............................................................................................................. 105
3
THE TEACHER AS A MODELLING FACTOR OF LITERARY POETICS AND
GENRE STRUCTURE
Ivo POSPÍŠIL .............................................................................................................. 113
CHILDREN’S CONCEPTIONS OF HEALTH, ILLNESS, DEATH AND THE
ANATOMY OF THE HUMAN BODY
Iva ŽALOUDÍKOVÁ ................................................................................................... 123
THE DEPICTION OF CONCEPTION AND BIRTH IN CHILDREN’S LITERATURE
Milena ŠUBRTOVÁ..................................................................................................... 141
COLOR IN SYMPTOMATIC IMAGES OF HEALTH AND DISEASE IN THE
CZECH LANGUAGE
Ivana KOLÁŘOVÁ ...................................................................................................... 149
HEALTHY SLEEPING AND REST POSSIBLE MODIFICATIONS INTERIOR
MICROCLIMATE
Jaroslav SVOBODA .................................................................................................... 157
THE SOCIAL COMPETENCE DEVELOPMENT OF MANAGERS IN THE
CONTEXT OF THE PERSON CENTERED APPROACH (PCA)
Eva SOLLÁROVÁ, Ivana GALLOVÁ.......................................................................... 165
INTERPERSONAL CHARACTERISTICS OF MANAGERS – SELF-OTHER
AGREEMENT
Tomáš SOLLÁR ........................................................................................................... 173
MANAGER EFFECTIVENESS TRAINING IN SOLVING STRESSFUL INTERPERSONAL SITUATIONS
Ivana GALLOVÁ ......................................................................................................... 181
CHANGES OF THE VOCAL QUALITY OF TEACHERS IN RELATION TO
THEIR PROFESSIONAL PREPARATION (AS MEASURED BY THE DYSPHONIA SEVERITY INDEX)
Jana FROSTOVÁ ........................................................................................................ 193
THE PROJECTION OF „SINGING TENDENCIES“ INTO PROFESSIONAL
COMMUNICATION
Jana FROSTOVÁ, Jaroslav ŘEZÁČ ........................................................................... 205
PRIMARY CANCER PREVENTION AT SCHOOLS
Iva ŽALOUDÍKOVÁ, Drahoslava HRUBÁ ................................................................ 221
4
STUDENTS’ IDEAS ABOUT RESPIRATION: A COMPARISON OF SLOVENE
AND CZECH STUDENTS
Barbara BAJD, Luka PRAPROTNIK, Jiří MATYÁŠEK ............................................. 245
SMOKING TOLERANCE AND ATTITUDES TO ANTI-SMOKING POLICIES
AT SELECTED WORKPLACES
Ivona PAVELEKOVÁ, Viera PETERKOVÁ ................................................................ 253
BLOOD DONATION IN ADOLESCENTS
J. MAČALOVÁ, Tamara KIMÁKOVÁ ........................................................................ 263
THE INFLUENCE OF PSYCHOLOGICAL AND SOCIAL ASPECTS ON THE
EATING HABITS OF PRIMARY SCHOOL CHILDREN
Jana VESELÁ, Šárka GREBEŇOVÁ .......................................................................... 271
NUTRITION KNOWLEDGE AND ATTITUDES OF 12–13 YEAR OLDS
TOWARDS HEALTHY NUTRITION IN SLOVENIA
Verena KOCH, Mateja KAVČIČ ................................................................................. 285
EVALUATION OF BMI IN THE SELECTED SAMPLE OF TRNAVA UNIVERSITY STUDENTS
Viera PETERKOVÁ, Ivona PAVELEKOVÁ ................................................................ 295
THE IMPORTANCE OF FAST FOR A MODERN INDIVIDUAL
Tatiana KIMÁKOVÁ, Petr KACHLÍK ........................................................................ 303
BIOETHICS AND ENVIRONMENTAL ETHICS AS PART OF THE TRAINING
OF FUTURE CIVICS AND SOCIAL SCIENCES BASICS TEACHERS
Petr JEMELKA ........................................................................................................... 311
NEW AND OLD TASKS OF ERGONOMICS AT BASIC SCHOOL
Petr KACHLÍK, Marie HAVELKOVÁ ........................................................................ 317
TWO - FACTOR THEORY OF LEARNING: APPLICATION TO MALADAPTIVE BEHAVIOR
Michaella BUCK......................................................................................................... 333
ANALYSIS AND COMPARISON OF FACTORS DETERMINING THE PROFESSIONAL ORIENTATION OF SCHOOLCHILDREN WITH PHYSICAL DISABILITIES AND HEALTH IMPAIRMENTS AT SECONDARY SCHOOLS IN
THE SOUTH MORAVIAN REGION
Ilona FIALOVÁ ........................................................................................................... 339
5
AUTISM – DISORDER OF EARLY BRAIN DEVELOPMENT EARLY DIAGNOSTICS OF AUTISM – THE COMMON MULTIDISCIPLINARY GOAL
Hana OŠLEJŠKOVÁ ................................................................................................... 355
PREPARATION FOR TEACHING PSYCHOLOGY: THE EXPERIENCE OF
BEGINNING UNIVERSITY TEACHERS IN EUROPE
Aleš NEUSAR .............................................................................................................. 363
THE CONTRIBUTION OF UNIVERSITIES OF THE THIRD AGE TO SENIOR
CITIZENS’ QUALITY OF LIFE
Petr ADAMEC, Jiří DAN, Barbora HAŠKOVÁ.......................................................... 371
THE CHERNOBYL DISASTER AND HUMAN HEALTH
Vladislav NAVRÁTIL .................................................................................................. 377
BIBLIOGRAPHY......................................................................................................387
LIST OF AUTHORS.................................................................................................409
NAME INDEX...........................................................................................................413
SUBJECT INDEX.....................................................................................................425
6
INTRODUCTION
Six years of work on a research project handled by the Masaryk University’s
Faculty of Education under the name SCHOOL AND HEALTH FOR THE 21st CENTURY have yielded a variety of results and experiences which have been substantially reported to the interested parties in various publications associated with the
project, except for the conceptual and popularization activities. This is another such
volume of studies and discussion materials generated in the course of the project,
mostly in connection with the fifth traditional SCHOOL AND HEALTH 21 conference that was held in Brno on August 24–26, 2009.
The main objective of the project is to assess the potential for a mutual positive reinforcement in the areas of schooling and healthcare within the modern
concept of education and health awareness as envisioned by contemporary social
and political documents, primarily the program of World Health Organization called
HEALTH 21, whose objectives were adopted also by the Czech Republic, and the
principles of General Educational Programs which impose a relatively new obligation on our school system: to embrace heath education.
Health education is a multi-disciplinary endeavor that offers numerous forms
and possibilities for its pedagogical and didactic implementation. Our investigations
show, among other things, that the subject of health education is very extensive and
has an untold number of connotations, especially in light of the modern perception
of health as “the state of complete physical, psychic and social well-being, not merely the absence of a defect or a disorder”, as stated in the World Health Organization text. The questions of health often come up in the least expected contexts and
a closer examination may uncover new facts and relationships. In dealing with our
own set of problems, we encountered some studies and essays that focused on little
known aspects of health, yet attracted considerable attention. We have therefore attempted to assemble such articles in this volume entitled Health education: contexts
and inspiration.
The individual papers were authored either by key members of the SCHOOL
AND HEALTH research team, or scientists who often develop a long-term interest in
the subject and collaborate with us. To prepare this collection for publishing, we did
only technical and organizational editing leaving the articles in their original form,
which is the authors’ responsibility. The authors and their contact information are
listed at the end of this book. We trust that the studies contained herein will bring
new information, open new topics and discussions, and provide inspiration for future work in the field of health education.
Publication “Health education: contexts and inspiration” was made possible
by the support of the Ministry of Education, Youth and Sports, and by the Masaryk
7
University’s Faculty of Education, which manages the SCHOOL AND HEALTH
FOR THE 21st CENTURY research project.
July 2010
Evžen Řehulka
Investigator of the Research Intents
“SCHOOL AND HEALTH FOR THE 21ST CENTURY”
8
School and Health 21, 2010, Health Education: Contexts and Inspiration
NOT THE BODY IS PRIMARILY
ENDANGERED BY CONTEMPORANEITY
OR, CONCERNING MANY A SHORTAGE OF
PSYCHICAL HYGIENE FIRST OF ALL
Miloš DOKULIL
Abstract: We are mostly endangered by the lack of morality (K. Lorenz). We
have been moving in a duality of life values. At the same time a contradiction between
the ethics of shame (finality) and sin (causality) is projected here. We cannot rely on
a natural equipment of man. Honour is not qualified by oneself, but by one’s social
neighbourhood. Biosociology clips the wings of “spirituality”. The risk of disintegration of values, including personal integrity (by clearing out of oneself), is rising.
Apart from the expected changes of the climate neither the contemporary constellation of economic and political forces of our world can persist. Along with it life of
each man, by its unrepreatableness, is an innumerable value. Man cannot remain
without a “natural” moral thirst. The role of a teacher has not been given only by his/
her teaching. S/he is constantly one of the immediate and mightily influencing examples. It seems that school is to blame for infesting the culture of communication. It is
highest time to also contribute to improving the climate in the public life, especially
by a more urging education to “citizenship”. Instead of a dogmatic transfer of the curriculum it is necessary to steadily point out to the difficulties of a gradual penetration
into more adequate knowledge. We should not lead our wards to a dogmatic picture of
the world, life and values in it.
Keywords: mental hygiene; ethics; morals; morality; dualism of life values; evil;
shame; sin; guilt; shari´a; virtue (honour); social role; celebrity; values; globalization;
soul; mafia activities; spirituality; hegemony; sustainable life; consume society; miracle of life; toleration; role of a teacher; information age; communication; workshop of
humanity; third culture; dogmatism; scepticism; crisis; rhetoric; therapy
The Nobel Prize holder and one of the founders of modern ethology Konrad
Lorenz sometime said that we as humans are mostly endangered by the lack of morality. It does not seem that the threat of the decline of our civilization, caused by these
somewhat indirect and intangible reasons, has been adequately reflected both by the political “elites” and the “public”. I intend to concisely illustrate it by showing some recent
9
examples. In summer 2009, the Czech legislators bothered their heads again with how to
optimally settle the penal responsibility of youth when, simultaneously, it may be meddled with thus blessing their untimely sexual activity. There is a similarly delusive problem with smoking. As if to prohibit anybody to smoke in restaurants were a problematic
incursion into the free rights of operating them (to say nothing of the secondary inhaling
of such smoke by non-smokers). Already in spring 2009 fruitless debates were held
about casinos and gambling as if, in such a case, the first priority were not the psychical
health of the population and the risk of disintegration of thus affected families, regularly
combined with criminal activities. At the same time we should not overlook the fact that
riches and power create an unusually strange opportunity to unbinding extravagance. In
Europe’s political scenery, it is Italy’s PM Berlusconi who is very famous in the field. —
In the following text I intend to show a broader “mycelium” of the problems indicated
in the title of this contribution. I will come back to some maladies which both connected
vessels are exposed to, i.e., teachers and their pupils and students.
I would like to evade any academic “professionalism”.1) If we say “ethics” we
immediately take an idea of something universal in the mind, be it a theory or, more
often, some and somehow glorified life-sustaining practice, coupled with some community’s norms of life and defining it also outside.
In our rather complicated contemporaneity we do not dispose of both one generally recognized “ethics” and one socially upheld practical “morality”, to say nothing
of any provided guarantees over the common denominator of personal moral practice.
To immediately evade any useless terminological and factual confusion, it might be
good to define some basic terms. I will proceed from the contemporary usage.2)
Ethics = “theory of morals and morality”.3)
Morals = “socially imposed and outwardly evinced practice of interpersonal contact
in declared attitudes and in dominant behaviour of community members”.
Morality = “attitudes and behaviour exposed into the community through individual
ethical principles”.
Metaethics = “theory of ethics (if not a comparative metatheory of various
ethics)”.4)
Science = “rational (analytic and systematic) elaboration of intersubjectively relevant problems (which as such need not be rational)”.5)
1. A starting hiccup at the “dualism” of life values
The way of how we act, or have the feeling that we should act, starts and ends
with the inherited habits of the community which we were born into. The biological prerequisites to a reliable behaviour got started to be scientifically investigated only recently. We cannot limit ourselves to state that a certain, mostly minority type of behaviour
has been genetically predisposed. It is one thing to find a different sexual orientation
somehow “normal” though differing from the majority population (which is the case
practically only in our contemporaneity), but one of the questions here can be the fact
that homosexuals – not only themselves, of course! – do not biologically contribute to
the conservation of life in the human society. I take it risky to legally define partnerships
of the same sex as “families”.6) At the same time we should not be blind to the criminal
10
persecution of homosexuality in many a contemporary state in our world. It appears that
morals and morality are not automatically established by any “public education”
based on scientific knowledge, but by might structures in our contemporary states
and their “driving forces” used to conserve popularity and positions.
At the first glance, morals/morality seems to be a “specifically human” phenomenon, but we can find similar features in animals, too.7) However, considering some (and
often from a religious viewpoint codified) principles, the crucial moral canons have been
held as historically and socially unconditional. — In accord with some, not immediately to be expected, reactions of people to some inputs we even can assume that possibly
several tens of thousands years ago – and in connection with the notion of a “soul” as a
peculiar company of the bodily affected life – a rather strange, epistemologically formulated dualism led to an articulated dualism of ethically perceivable and antagonistically given values.8) Similarly, we could be confronted with a rather surprising conception of a “right-sighted” and “left-sighted” soul,9) or even with the antagonistic “heavens”
and “hell”, and their corresponding, among people acting forces (“angel”, “devil”).
We should not take it easy that there exists a “sub-conscious” shyness towards
anything which might be impregnated by some “evil” transmitting contagion. Professor
Bruce Hood prepared an interesting experiment: He asked his public in a lecture hall
who would wear a presented woolen cardigan if given 20 pounds (then equal nearly
to contemporary $50). A countless number of hands could be seen. Then the lecturer
remarked that this cardigan had been worn by an infamous murderer. Afterwards he repeated his question. Now only a few hands turned up as if that cardigan were somehow
physically infected. As if some evil could be mediated in distance; a material mediator
will do... We need not immediately conclude that many contemporary people are shy
when confronted with not well defined “negative energies”; there are many a human in
their lives counting with equally vague “positive energies” through which they believe
they can upgrade life and make it “more spiritual” (without any necessary indication
of what it means).10) There remains here a, not much optimism stimulating, question
if anything coming from the realm of science is sufficiently relevant for practical
behaviour of humans, both individually and collectively (and interpersonally).
We must feel disconcerted over the fact that criminality grows so much, especially in form of internationally organized crime, and sometimes disguised as if by principles based in religion, if not “transcendentally”. (Many a time, we may be puzzled
by the fact that it is not so important what has been done, how and by whom, but how
it has been mediated.) Various ideologies have been presented as a confrontation, be
them called only “contest”, or more directly “war” (possibly “war of civilizations” as
famously written by S. Huntington).
Although we universally talk about “man”, we as humans living in different cultural backgrounds have not got the same “common denominator” for our attitudes and
behaviour, and especially not for their motivation. Therefore we must necessarily (“in
between of the time”?) do without “global” ethics which could regulate our relationships both individually and locally, and between the states and globally. If there were
not such hindrances, we would both better combat poverty and diseases, and find more
respect towards “fair play” in interpersonal relations and the sizeable responsibility for
life (at least one’s own).
11
2. Contradictory guidepost of “shame” and “sin”
Not every time we understand that, from an initial state of affairs (that something
“IS”), nothing binding follows for any future state (that, e.g., something “IS TO BE”).
The less can we assert that something “has to be UNCONDITIONALLY”, which means
that the reflected desideratum “MUST BE” notwithstanding the circumstances of the
given or future, or somehow longed-for or desirable, situation. In a classic way, this has
already been formulated by David Hume.
When confronting such ethically (morally) fixed desiderata with a given state of
affiars, we must simultaneously include both the free will and moral responsibility. We
are not yet forced to consider a future situation as an open exhortation full of alternatives; it may also seem that we dispose of a linear chain of possible acts. In such a case
we have at our disposal both causality behind and finality in front of us. — The old
“Homeric” model comes out of finality. It is a moral model of a possible “shame” when
a deed was somehow thwarted and was not, owing to various unforeseen circumstances,
positively evaluated. A much later Christian (but also partly appended Muslim!) model
is based on causality. It uncompromisingly counts with the phenomenon of “guilt”, as
an effect of “sin” (n a sizeable measure “inherited”!). In such a case even if we could
count with a peaceful outcome of an activity burdened by “sin”, human acts, subjectively and dogmatically, remain “morally not reconciled”, at least when we cannot immediately count with “God’s compassion” in eternity.
Once more: A Greek (or a Roman) from the Antiquity was not interested so much
in “cleanliness” of the means used as in the necessity to guard the effects. A Christian
or Muslim access to a deed, from the beginning and in a privileged way, takes care
of the incentives leading to a secondarily evaluated act, without measuring so much
the quality and resonance of the goals reached by it. — Let us illustrate the “finality”
conception first. Even when a Homeric hero succeeded to reach an end by ploy or fraud,
he remained agathos (“good”, “valiant”, “generous”, not to say “virtuous”), as he could
stake such a claim not only among equals of his community, but as it was common in the
society of that time, in the general public, too. In the Illiad we can read that Agamemnon
intended to steal a slave woman called Briseis from Achilles. Even if such a behaviour
was not in any way contrary to the quality of “being agathos” Nestor, in spite of it,
wanted to ward him off it. He urged the king not to take the girl from Achilles even if he
remains agathos both ways.11)
The opposite paradigm, can have, and does have in our contemporaneity, several
times a much cruel sequel. A Muslim girl can evade the dictates of her own family and
get enamoured in a man who, in no way whatever, can enter the relationship of the family. The family then tips somebody of its circle as the “avenger” of its “virtue”, sometimes even her brother to kill her, evidently to do it to wash away her “proven guilt”,
her “sin”. In such a way “morals” has been treated even at the beginning of the 21st century (not exceptionally between Muslim immigrants in Europe)! — At the same time,
I cannot omit one very rough pattern taken from the Old Testament showing the same
morally “causal signpost”. In editions of the Bible the text has been headed by the title
“Dinah and the Shechemites” (Gn 34). Jacob’s daughter Dinah was raped by Shechem,
son of prince Hamor. Shechem immediately afterwards wanted to marry Dinah. Some
12
talks started between the two parties. Shechem’s father and he himself are ready to offer
“anything“, including blood-related association, to reach a marriage. Jacob’s sons set an
incredible precondition – circumcision. All the men of the town, including the prince’s
family should be circumcised. Even this unusual condition was fulfilled. But the third
day when they were still in pain, two of Dinah’s brothers (Simeon and Levi) killed all
men in the city, including Hamor and Shechem (Gn 34:25-26). They also looted the city
taking as plunder everything in the houses, including women and children, and flocks
and herds. Jacob does not reprove his sons for their perfidiousness, but only for the
trouble caused by the bad reputation which can induce his family’s doom (Gn 34:30)!
The sons defend themselves hinting at Shechem’s treating their sister Dinah like a prostitute (Gn 34:31)!! For the retaliating brothers of the honour of their sister the following Shechem’s honest desire to marry Dinah represented nothing. In the patriarchally
organized Hebrew society nothing can be expected to be written about Dinah’s feelings
preceding the wedding. (Unmarried girls were taken as father’s “propriety”; we can
only leaf through Deuteronomium, the 5th book of Moses.)12) In similar cases at that
time, in such a treacherous way could act nearly all the world. We are now reminded of
it because we should conspicuously see that: a) the Muslim shari’a rules have their roots
in another (if not lower) level of cultural development; b) a “causal morality model” is
being very visibly applied, in a religious transformation, even in the 21st century, and
that in the form of a “sin” expiable only by blood.13)
We, of course, can ask the question where from and where to, the moral signpost
leads if we may be allowed to set a goal to a senseful and reliable manner of behaviour
(be it a “paradigm”?). We cannot rely on a “natural” – as if “inborn” – human moral
equipment. Any declaration of some “universal” norms of behaviour cannot be of efficient help without the corresponding sanctions. The fixing and enumeration of what
“is to be”, is based on the experiences of what somehow “is” and what is to go on in a
similar way, or “is to change”. It seems optimum if a community can unite some politically set desiderata (“telos”) with religious “boards”. Guarantors in a given society can
easily fix both a respect towards the fixed norms and a penalty in case of non-fulfilment.
In both alternatives, it is well shielded by a reliable causal pattern (“if — then”). Men
easily listen to a possible (possibly not immediate) reward and punishment (many a time
drastically immediate!).14)
When we intend to reflect on ethical boards, we often take it for granted that there
is “something” inside us, already “in a natural way” set, and in a “specifically irresistible
human” form settled. In the middle of 1960s, Stanley Milgram started to realize refined
experiments on macaques. The ape was trained to connect the release of a handle with
a day’s food. Then, another macaque was placed in a neighbouring cage which, after
the release of the handle by a trained macaque got a painful electrical shock. An unexpected surprise followed. The trained ape preferred to be hungry, as it thus eliminated
the pain of the other animal!15) — There is a problem here, of course. What exactly the
trained macaque feels when it wavers to use the handle being hungry, cannot be objectively verified. It is evident that it evaluates its own situation confronting it with its
“instinct” needs. It weighs preferences of the particular “payments”. For us, it need not
be automatically decisive whether the macaque in question, by being “sparing”, wants
to prevent the pain of the other macaque, or “only” its shriek, as it irritates itself. These
13
experiments by Milgram were, 20 years afterwards, described in his book Obedience to
Authority (1983). If, in a similar experiment, a trial person got an authoritative instruction to pull down the handle (similarly as it was the case in macaques), such a person
did not waver to mediate a shock to another individual beside him (even when he did not
know that such a shock was feigned); and he was ready to repeat the pulling without any
wavering. And then there is an obtrusive question here: Humans are often – probably not
every time?! – indifferent when their possible “neighbours” are painful. I think we need
not rack our brains over the question of whether the bigger role here has been played
by a sometimes rather “crusty” relation towards other people (“yours is not mine”, me
being out of risk), or if we are to perceive such experiments as an illustration of human
respect to authority (“cost what it may?”). On the other hand we all know many cases of
altruism which may serve as a polemical antipole of Milgram’s results. We also know
situations when a soldier covered the loophole of the enemy to enable his comrades to
occupy an elevation point without further losses; or when a priest in a concentration
camp chose to die in place of some other prisoner who was father of a family. Not only
once a mother in a disaster covered her child to save it, although she herself did not
survive a fire or collapse of the ceiling. In such a case we must moreover calculate with
additional prerequisites of ideology or blood (or “genetics”?), as if the primary role here
was not played by self-preservation instinct, but by “unwritten” principles of “virtue” or
“love” (of children, neighbours, “fatherland”).
3. A perplexed intermezzo about “virtue”, or: Are we well
“deep-rooted”?
By way of introduction it may be useful to remind us of an experience by Zimbardo. It has been a classic and shocking experiment. Professor Zimbardo prepared it as
a game with his students, simulating prison conditions. “Jailers” put themselves in their
new shoes in such a way that they actively began to degrade, humiliate and physically
torment their colleagues, now classed as “prisoners”. In the interest of the participants,
the scheme had to be untimely cancelled. (It was abundantly commented.16)) — It seems
that if an acting human personally misses the motivation connecting the deed with its
possible “sin”, it will then act without any feeling of “guilt”. And if a person feels to be
“only” a vehicle of a prescribed part, s/he seems as if automatically taken out of a coordinate system of written and unwritten principles and habits till now shared and bound
by. And then s/he will feel to be personally without any “guilt” and, moreover, a similar
notion of “guilt” in front of the public has to be missing, too. Under such circumstances, questions concerning evaluation of anything as “lawless” or “immoral”, cannot
come to the acting subject’s mind. “Honour” is not fixed by the individual; his or her
own personal feelings of “guilt” may be ignored. Their potential degree has been
fixed by the social environment. It is not necessarily a regional or generally established
authority which determines it. Any group serves the purpose, be it a crowd, gang,
mob (also a class, or a social ghetto). It suffices here when there is a – not necessarily
large – vehicle which somehow “naturally” absolves from “guilt” and makes the actors
“innocent”, if not – over and above – useful and beneficial, and within such groups,
14
praised as “heroes”. So, paradoxically, when there is a certain script here with roles
connected with a possible coming forward (as a “star”), their fulfillment is a coveted
goal and a source of acclaim. And it has also been the case both in the academically directed Zimbardo’s “prison game“ and the old sinister and murderous Hitler’s “game of
cleansing the German race (from Jews and “inferior beings”)”. Similar situations came
to exist, and originate continuously, in wars or armed fightings of separate groups within
a society. As if it were only a convenient metaphor: somebody “cleans” the terrain from
the enemy or “sinners” (or however “undesirable” men). We can meet such behaviour in
the army where the older guard torments and maltreats conscripts, or in schools by bullying the younger ones or physically somehow disabled classmates. It is an expression
of force and, subsequently, a manifestation of respect towards such a force both among
the accomplices and the sufferers. It substitutes other forms of excellence, especially
when positive values are not sufficiently cultivated in communities, beginning in
families and ending in state institutions.
Although we, all of us in our lives, can get – commencing in our early youth
– many binding rules, instructions, orders and prohibitions having to do with our collectively (if not socially) sanctioned behaviour, we may, notwithstanding (and owing to
a certain outward background), be landed in a moral “vacuum” where no inherited or
“stabilized” and personally binding moral values exist. In such situations it can be
shown how misleading it is to rely on “sanctity” of any declared or felt “norms for life”.
At the same time and not rarely, we may be confronted by some “morally” conceived
rules, valid for all, but reserving “dignity” (and pride) for the proper “elite” which then
is situated as an “embodiment of the law outside any law”. As if such a member of
a given “elite” (Zimbardo’s „gaoler“, member of the SS-forces in a Nazi concentration
camp, „body“ of the NKVD or GPU in a Stalinist gulag), but also men at arms in various “guerrillas” and extreme movements (from Neonazists to Al Qaedá), all of them
were an instrument of a “higher will”; but simultaneously, fed – and impregnated – by
an intoxicating self-consciousness exhibiting the strength of one’s own unrestrainedness which, as an instrument of a higher might, does not know any responsibility or
apology, and the less so any feeling of a possible guilt. In this form, we can somehow
be presented with an – arguable, nihilist and degraded – analogy of the “honour” (or
“virtue”) from the Antiquity...
In Europe of old, life could be outwardly measured by the level at which it was
taken as “honourable”. In this way it was as if thus the powerful ones deserved recognized merit also after death, remaining in the memory not only of their own contemporaries. In Old Greece, the well known alternative of “with the shield, or on the shield”
had the meaning of being commemorated with no end also after a heroic death for one’s
proper polis. The grateful city knew that such an unselfish self-sacrifice in the name of
one’s proper community had been a maximal (in an extreme case also “optimal”) evidence of what it to be understood as “virtue”. Romans called it “virtū“; as if it derived
its meaning directly from a, not nearer defined, “virility” (from Latin “vir”, i.e., “man”).
Historically taken, it could also mean not only personal bravery, but also reliability in
words (“truthfulness” as against the city), generosity (“sponsoring” of public distraction), responsible access towards subordinates (surely “legionnaires”); but necessarily
not a caring (if not anxious) and affectionate relationship towards one’s proper progeny
15
and other common people. In our own contemporaneity, it seems that the expression
“virtue” (or “honour”) has totally lost its meaning; with an interesting exception
when a politician feels to be dishonested by some – mostly verbal – presentation in
media (and for a law court evaluated in millions of Czech crowns).
Currently, it is not the case among men and women to judge “virtue” equally.
Exceptionally, virtue can be compensated by the cult of celebrity, also in the form of
pragmatic shyness, or also by the need to preserve illusions concerning the meaning of
some deeds or importance of their actors; or, potentially, by the displayed piety when
confronted with the death of a renown individual. — When we remember the memory
of the tragically diseased Lady Diana, originally Miss Spencer, then after the dissolution
of the marriage with Prince Charles, when she led – owing to her position as mother
of two royal princes – a rather problematic private life, it could not be simultaneously
overlooked how informally and non-pompously she treated people in pain or threatened
by death (including the sick and terminally ill people with AIDS, or living in areas with
landmines). It cannot be overlooked how the whole world reacted when confronted with
the news of her tragic death. Not ignoring Lady Diana’s problematic private life both
during her marriage and after that time, “Lady Di” remains a renown person and glorified nearly as a saint. Not only once was she compared with Mother Teresa, Nobel Prize
winner and already beatified nun by the Church. — In such cases, it would not be easy to
try and put such lives under a simple and unifying, and “morally” qualifying, attribute.
There are always things which do not fit an ideal picture. So, shall we be content with
what somehow prevails? Or, with what can be valid from a later perspective? Or also,
with what predominates from the viewpoint of a broader community? — Should we
not be surprised that a famous general (and later an important politician) Powell did not
count with “virtue” when he evaluated their qualities? And he had a list of such positive
qualities numbering almost twenty of them.17)
Montesquieu once said that three items can never be in accord, laws, virtue,
religion. (In Islam, in a strange way, we can find the opposite; actions have been many
a time performed as if in the interest of honour of the family, nation, and faith. Within
such a scheme of values we are also to include – as íf “naturally” – the law of shari’a.)
4. In the globalization period, are we not presented with
“impersonality“ as an unwanted gift?
Biosociology has already clipped the wings of our “spirituality” 18) when it referred to social insects as an example of how to “unselfishly” work in the interest of
the whole. In another aspect and till the middle of 20th century (and in areas of Marxist
influence, nearly till the end of that century), a notion characterizing animals as reflex
automata prevailed. Such an idea was strengthened among believers by the imagination that, to realize “spiritual” experiences, we absolutely need to have a “soul”. By
means of a miraculous act of creation, only humans dispose of a soul, so to speak. To
have a hard boundary between man and other creation (animals), Marxists used a dogma
that it was work (and instruments) which created humans, as animals, after all, do not
work!19)
16
I will start these reflections with a rather fresh experience from anthills. Young
ants mostly stay in the anthill, for the performing of less risky tasks. The older ones, on
the contrary, have already a shorter lifespan and do not represent such a loss when they
die during some risky operation outside the anthill. An anthill as a macrounit has its
means of how to functionally assure this division of labour.20)
As far as a human community is concerned, from the time of the first states, a
specific – though, with the time, changeable and variable – structure could be created
to assure the survival of that political organism. Slaves and serfs were not considered to
be more than a certain type of “zeroes” which of themselves did not signify anything.21)
The lower layers of town population participated in such an “evaluation” with the countryside till the end of 19th century (though a larger measure of individual “liberty” for
some mass protests was to be registered, especially in towns, sooner than that). From the
beginning of 20th century – and more so after WWI – a certain “democratization” took
place in many states, even when something so “natural” in 21st century as equality of
the sexes was not considered to be urgently needed and fully legalized, e.g., in culturally
and economically developed Switzerland; Swiss men as the only authorized voters were
not sure women should be authorized to have voting rights.22)
In a world disposing of only limited communications and a relatively dispersed
and mostly illiterate population, it was rather easy to conserve certain traditions of both
how to exercise control over the population and preserve primitive notions about the status of the world and its possible “norms”. If we admit that grinding and an unimaginably
low level of living conditions do not allow such enslaved people (moreover struck by
diseases or high risk of losing life) to concentrate their minds and comprehensively
think, then we can figure out what the situation was like in medieval Europe with the
consoling imagination that life on this Earth only serves as a temporary transfer station
to reach eternal bliss. From the middle of 19th century, Marxism offered the working
class a revolutionary road to overcome the subhuman enslavement under the “bourgeois” establishment.23) In 20th century, different totalitarian projects appeared promising a “change of order in the society”, and that under the guidance of an “ingenious
leader” (in communism, fascism, nazism).
In that continuous life degradation of broad masses it has been dramatically
shown that, again, common man – even in the so-called culturally developed countries
– becomes only a “small wheel” in an impersonal machinery, as he had already
been during several thousands of years when settled on the ground; which began to
slowly change for something better between both the world wars (at least in the happier
lands) and took this course for some years after 1945. At the end of 20th century, various
illusions concerning a “post-modern truth” about subjective notions of the functioning
of this world, and the possibility of controlling it in a directive manner, in accord with
similarly subjective “resolutions” of some party leaderships, have been among us again.
Among plain people came back existential insecurity which cannot be reliably cured.
Neither the “free hand of the market” is without any stain; in a free and open system
for the future we cannot create models which could anticipate reality with such a
measure of exactness as we would - for any scientifically relevant analysis – wish.
From a contemporary perspective it is hardly possible to see all the requirements which
the new, and already global, organization of the world must fulfill, if it comes to it, not
17
only economically and politically, but also culturally, and... “morally”. And let us cultivate a “conscious personality of a citizen” when s/he – not of one’s own fault – looses
her or his work! Or, what to do if s/he lives from the early childhood, with no perspectives at all, on a rubbish dump.
5. The contemporary „Alice“ in a strange ethical and
moral wonderland
There is a question here if, and to what a degree, humans may be, in their life
values, influenced by culture which need not serve only for pastime, but as, at least
partially, a secondarily transposed message about personal and group morality. It is no
wonder responsible public servants – in the state, town or village, church, or an interest
community – often express their insecurity over what is, or already is not, situated within the presupposed limits of what might yet be tolerated or benevolently overlooked.
The scale of problematic features is rather broad and, owing to the intensity of
influences and “social harmfulness”, very differentiated. It can be probably seen that
I try to hint at the negative sides of life. Thereby, and with no larger commentary being necessary, we can clearly understand that when reflecting about morality there is
no big problem with what has been “generally“ conceived as positive. And then
declaring morality is similar to declaring law: behaviour reflecting conserved moral
habits (and customs) of a given neighbourhood and time is, as if it were something
obvious ad normal. Journalism lives from anomalies in a similar way as laws must be
declared for such people who are supposed not to observe them. Once upon a time, a
law had to be prepared for some “three percent” of those who had to be averted from
crime. Today’s commercial activities where the “game” runs in billions of dollars, make
possible to patiently calculate millions and tens of millions as “expenses”, to bribe those
responsible, as “the end justifies the means”, and a heightened calculation including
some bribes may be easily calculated in the budget (such means will not be covered
from one’s proper hand, all the same). I am hinting not only at the so-called “business
ethics” and a not corresponding morality in its practice.24) Profits in millions or even
billions of dollars are being brought yearly by faking trade-marked goods, traficking
and selling drugs, and also a shocking manipulation of people, either when organizing illegal passages of immigrants or on the market with girls sent to brothels (not to
speak about marketing body organs for transplantations).25) At the end of the first half
of 20th century (not to count some “Maffian” exceptions), criminality in general was an
individual activity. At the beginning of 21st century, we probably cannot find such a
country where there would not operate any international gangs, moreover mutually
competing and liquidating rivals by murders. Internationally organized nets of illegal
business get exceptional financial means and, till now, have access to laundering “dirty
money” through various channels nearly everywhere. Their profits may be greater than
a budget of an average state. We cannot wonder that sometimes official representatives
(ministers of interior, if not premiers) speak about the prospects of recourse of such
gangs very cautiously. It has already been said that some big gangs – owing to their
financial background – technically are, at least, one step in front of the repressive organs
18
of the state. We can add to this as a fact that in certain suitable geographical regions
(with tricky access and easily defensible highland) gangs, with the use of their military
force, control parts of the state where they “economically” operate. In such a situation,
no morality can serve as a “medicine”, be it anyhow insistent, but – I am afraid – only a
hard and repressive security and military force of the state (or international units). Risks
grow that financially big gangs could, at last, possess atomic weapons and thus
hold the remaining world in check, not respecting the interests of the majority of
mankind and its “eventual”, and not uniform, morality...
Only when we do not bother our heads with the greatest risks, we can probably
reflect on not so globally imperative themes as, e.g., when a Christian promises “eternal” faithfulness and divorces, or when a priest promising celibacy thinks that a homosexual relation (sometimes verifiably to boys protected by law against such a abuse!)
has nothing to do with “fornication” (and therefore with “sin”!). In such correlations we
should otherwise measure to a common man and differently to a potential model for a
greater community (i.e., a central dignitary of the state or corporation), considering a
possible “bad example”; especially when the formerly intensely perceived “bonds”
(“shackles”?) of traditional and personally binding “moral” values have been – not
for the first time - uncontrollably loosened, particularly in relationship to a growing proportion of population living more and more in the anonymity of steadily
growing towns which can be distinctively shown in states not yet fully economically
developed but already drawn in such a process.
Without regard to the growing “secularization” of economically rather stable
societies, even there we cannot mishear the call of duty demanding “spirituality”
and gaining strength and “articulation” (even when it is not always clear enough what is
meant thereby).26) There is an excellent probability that, evidently, some clever people
introduced here a “game of the human soul (if there is one)” and, simultaneously, this
feature enunciates the need to reflect moral viewpoints in life where, for many people,
it becomes commonplace characterized mostly in form of a biological struggle for existence.
When reflecting on values we should not forget that there is a certain relativity
in all evaluative judgments. Many a factor influences them, mostly unwittingly and
vicariously. In this respect, we cannot omit personal experiences of life and the way
of how we collectively spend time which makes the so-called “big history”. In our
modern and more and more “information” society internet, television, broadcast and
print, continuously present – though in a special, and sometimes biased and distortional,
“selection” – various news from anywhere in such a way that anybody can automatically
be nearly their witness, if not addressee, as we all can participate in their knowledge
without reference to the position in society, or possible risks for the place. Too many people on our planet know almost “everything”, though it be not structured and ordered in
priorities. It is a cocktail in which we easily loose the material and evaluating (if not
“central”) thread, or connection. And the head is crammed with a mental confusion
instead of a definite feeling and profiled emotion.
We spoke above (in the 4. part) about the return to a consumerist (if not also driftless) life in which – again, from Antiquity to, at least, Enlightenment – an individual
need not possess any name, and s/he would not have to be neither a number if not having
19
somewhere near her or his back a “cell” (mobile phone). As if the only “specific difference” of contemporaneity as against the past were a relative abundance of all manner
of goods. This indirection is more of a catastrophe where, in our “so vertiginously
modern age”, it is the personal existence which is endangered, as a necessary basis
for any important human values.
This “moral” devaluation of human life may sometimes be outbalanced by visits
of mass celebrations, or also demonstrations of extreme movements where, as if of a
sudden, this felt inferiority and despondency may end because now “we are a highly
visible force” (to be feared by the police!). In form of a substitution of partnership feeling, serves public supporting of some sport or club, or a popular singer or musical band.
Photographs of stars on the covers of journals make them better marketable, including
demand for T-shirts with their portraits. “Fan clubs” of popular singers induce a cultic
relationship towards a popular personality and are another illustration of the same type
of emptying oneself as if members of such clubs wanted to exist only as an accompanying shadow of their deified idol, without any proper “authenticity”.27)
At the beginning of the 4th part of this contribution we mentioned biosociology.
For some decennia we are sure that, apart from some popular animals, it is cetaceans
or dolphins who dispose of a special “intelligence”. The way of how the Japanese kill
dolphins – for putative “scientific research” – is hardly justifiable. There are filmed
spots where you can see live dolphins in a heap on a ship and men cutting their bodies
in such a way that the sea around is red of blood, as if it were “only” a nest of field mice
which must be liquidated. — The public is more and more interested in the manners of
how butchery is being carried out and whether there are cases of mistreating horses,
dogs or cats during their breeding. An objectionable relationship towards an animal
reveals some anomaly in a relationship towards humans, too. Animals have been
recently perceived as “things” only, which should not be treated in an unhuman manner.
We should not fail to notice that critical voices may be heard more often disapproving
experiments with animals not only in cosmetics, but also in human medicine, as if man,
in this way, mistreated his arguable power over nature.28)
6. Looking at our social reality, are we allowed to declare
anything “ethically” in an efficient way?
Evidently, we have to find some “new ethics” to treat the problem areas directly
connected both with the Earth (as a planet which is to be taken care of by us humans in
the struggle of existence) and, specifically, with its biosphere (including, newly, the necessity to perceive the value of animal life as a morally and legally similar to our own),
and thirdly – as if in a “mystical triad” – we must include here the whole (and much
non-homogenous!) sphere of culture and civilization, from the general and abstract
theoretical-informational cornerstones, via prerequisites for a continuous and patient
“humanisation” of man by science and education, until the contribution of technical means for such a “hominisation”.
Looking at what we already can anticipate (in the middle of 2009), or what we
may reasonably expect for the time near in front of us, the world of tomorrow (consid20
ering the escalating technical and social evolution, at least in some 25 years) may
await many a, mostly dramatic, shock. If in between of the time, China is not confronted with hardly now estimable social unrest, it should, in about 2030s, reach such
an economical and military potential for a viable pressure diplomacy as to strive to
achieve hegemony over the world. Till now this position was enforced by USA and,
after WWII and till the 1980s, challenged by the USSR and, from the beginning of 21st
century by Russia again. It is not easy to judge the extent of possible power of India in
the same economical and military boundaries, when compared with USA and China.29)
In every respect, the existing predominance of the so-called “white race”
and its culture is to be soon over. Until now both OUN and its much politically “archaic” Security Council does not count with it. If the struggle for sources of energy (or
water, or quotas in fishery) is to intensify – which is to be expected – it will be, within
the range of our globe, a hardly knightly fight not only for the markets or the socalled “sustainable” life on this planet, but also an uneven competition in a combat
to introduce the rationally most acceptable and humanly tolerable solutions and
decisions about how to globally live and let live (not only humans, but animals and
plants, too, to say nothing about national resources).
Supranational political, financial, economic and cultural organizations have constantly given us a shade of the twenty years after 1940s. The braking influence of the
existing atomic bombs during the years of the so-called cold war (as if a “3rd WW”) cannot serve as an automatic and reliable deterrent forever (especially when a “human
error” can cause a nuclear catastrophe by some bad luck or nerve failure). Supranational
gangs may enter the scene, too. To narrow it down to a “war on terror”, and count only
with military means for their liquidation, would not be adequate.
At this time, climate change – already proclaimed – may happen to be an incalculable problem. It is not “only” a “somewhat” technical problem and really “somehow” outside of limited human qualification. The human civilization in the last few
centuries contaminates the air more than ever (not to be compared with the time 50 years
ago) and produces incomparably more rubbish (also partly liquidated by burning it!).
The so-called “Protocol of Kyoto” should have been a starting point in the endeavour
to more systematically solve the negative influences on the human environment by, at
least, limiting them within possible measures. There is a problem. First, the greatest polluter – USA with fully 25 % share in the pollution – did not participate in the agreement
and, secondly, since 2007 China has balanced its score with US (both these states together “contribute” with one half of the total, and so horrible, pollution in the world).30)
Some influences (e.g., astrophysical) are outside human intervention which, of
course, is no automatic excuse for leading politicians of the big powers to hesitate with,
or delay, their contribution to a viable solution by showing to the autonomy of the climate. Do we not hear, moreover, their indications that there are also the traditional
“national interests” to be observed (e.g., in US)? And as far as China is concerned, it
may with partial right only refer to the exhalations of the West in the past two centuries
(which, of course, is responsible for them!). In a similar way argue the representatives of
such states where they get financial means by devastations of tropical forests; as if such
present and local income were not a source for much bigger problems for the whole
world tomorrow. It does not fall, primarily, into the semantics of economy to reflect
21
today of the risks for the population and homes of those whose perspectives and life
may be inevitably endangered if the level of world seas is to go up a foot or so. In this
context, only a small group of people has got moral responsibility to find a – possibly
“partial” – solution which it cannot avoid by some excuse or burying the head in the
sand, under the pretext that nature is capricious which we cannot unteach it...
It would be humanly desirable to perceive the problems of our contemporary
world as a complex. In such a case we would dispose of globally conceived measures
to confront poverty, child mortality, malaria, shortage of water, etc., including – on a
larger scale – a morally binding plan to culturally uplift the whole population.31)
7. Driving force of morality in a given state of danger for
the Earth, life and culture
The proportion of population living in the anonymity of towns is growing;
most conspicuously in countries not yet economically developed, but drawn into such a
process, with further risks of pauperization and criminality, together with the erosion of
traditional moral values, be they respected much or less. On the one hand, many developing countries are dictatorial states. On the other hand, crowds of unarmed people can
sometimes exert not a small pressure to change government. There is a problem here:
to create functional and credible, and democratically shielded state organs, as there is
always somebody “craving for unlimited power” there. The role of media, including
internet, is growing, too. We can see much more of elaborately arrayed picture information, accompanied by pseudo-realist and cleverly styled verbal clichés, to create a
mental lullaby without reflecting about any of the more exacting life values. In
such a climate, populist moods can be propagated rather easily. A perspective of a more
decent civic life may be endangered by authoritative and vain politicians. When there
are not legal guarantees available everywhere, property and moral affairs lower public
interest in the proper country (if the situation has not reached the proverbial last “drop”).
In Europe, the age structure of the population changes quickly, in such a way, that the
proportion of the younger generation is insufficient when compared with the pensioners.
The number of illegally immigrants is growing, too. Possibilities to employ unqualified
people decrease steadily.
Morally devalued institutions and ideas, as well as morally worn down citizen,
can sometimes find a temporary solution in new forms of religiosity, in not exacting
music, as spectators and TV-watchers, if not also as participants in demonstrations of extreme groups, for it may present some good occasion for an “evaluation“
of oneself through someone else, sometimes even through a crowd of similarly thinking people, thus endorsing one’s own self-conscience. The possibility to kill time by
watching TV or playing computer games, contributes to the atomization of life and
its “averaging” into an alleged and “typical” net of inter-human relationships. We
can transpose ourselves, by means of a TV-series, somewhere on a town square or a village square, or also, and in a similar manner, on the outskirts of some town, in a small
house, in hospital or school or office, or some other work, and with many a cliché, surely
showing naked skin, variously shuffling partners into changing triangles, if it is not an
22
effective thriller with a pool of blood and much bold violence, and totally being outside
all possible patterns of “life” or inspiration towards it.
This is the case, e.g., in the Czech Republic.32) We cannot immediately show anything commensurate from the countries with rapid economic development where also
the population grows and the “scissors” between the rich and the poor open more and
more up, which does not foreshadow anything about a further harmonious development
(China, India).33) Outwardly Muslim states can partly rely on their oil, without having to
raise literacy and principles of legality, as religion is not a private affair of each citizen
there. From the north in contemporary Africa, we can detect a growing pressure of selfconfident Islam; whereas from the south to the north, the same holds of Christian evangelization, often in territories economically, politically and socially not very stabilized.
It is unimaginable today how, in a couple of years, not only the contest for markets, but
especially for raw materials and energy would look. The competitiveness of China –
shown in many ways already – will be in the 2030s in some important parameters comparable with US and the outwardly economically united European Union (with a strong
euro!)34) would not like to play the role of the “third behind” (moreover with millions of
immigrant Muslims within its borders)...
I do not want to meditate on the possibility of democracy at that time being
worn out, though it is not an ideal system. Supranational structures are financially very
exacting, but they might be a functional inter-link in between of particular regions (and
traditional “states”) and a global world. The adopted economic and political (and
morally only little perceived) heritage from the time after WWII needs, for a long
time already, an efficient – though painful, but mostly necessitated – revision.
Let us now interrupt to speak about these economic and political – and sometimes rather gloomy or, at least, risky – contemporary conditions for a calm and not
complicated life to find some ideas for an outlook for morality in the future.
8. An intermezzo before closing down
Morally profiled problems, if present, or predictable in the future, cannot
be solved by any “ethical theory”. If believing in a dispassionate reflection of values,
we cannot shut our eyes before reality where we can very often see triumphs of a greedy
craving to get rich or the will to govern (“will of power”), and that without any remorse
that it takes place at the expense of other people, or directly, at the price of their personal
destruction... as if life of each human being were not, through its unrepeatedness, a
non-quantifiable value.
It seems that we do not live in a miraculous world. But, indubitably, the greatest
marvel in our Universe started with the so-called Big Bang. And, last not least, shortly
afterwards this process went on with the “era of matter”.35)
Much later originated our Solar system. In its structure was created the Earth,
moreover with a Moon as its satellite. On the Earth, and very early, were created conditions for the emergence of life when, in combination with metabolism, also the conditions for life’s reproduction were created. Also many-cellular organisms sprang up.
Afterwards (and after a catastrophe 65 million years ago) and in a freed niche after
various saurs, an unprecedented development of mammals followed. And after some
23
other millions of years and in a geologically rather recent time, evolved the necessary
conditions for different animal lines of creatures which started to regularly move on the
hind (and now “lower”) extremities. And then – from the perspective of the preceding
time surely unexpectedly – appeared here, on the Earth, a human, anatomically and with
his mind similar to us, Homo sapiens. The genome of his organism – although there is
a manifold and rich reserve of elements – is mostly composed of only three elements
(carbon, hydrogen, oxygen).36)
This creature discovered in himself the gift of speech. And some tens of thousands years ago man also discovered in himself a sooner not felt timidity in front of the
puzzle of life and death. Approximately 30 000 thousand years ago man began to be
urged by the idea of influencing the pace of events in his neighbourhood by evidently
cultic creations. He, at last, started to settle on the ground and was not, any more, content with what nature gave him. He, afterwards, felt the necessity to conserve somehow
his memory and, at last, created various types of script. He also discovered in himself
the need of solving problems and, moreover, of looking for, and finding, beauty in his
neighbourhood. He then began to seek the meaning of the being and his life. And he
now – though not generally – is conscious of various pitfalls connected with the human
life. In a “teleological” projection, he is aware of the need to overcome limitations of
individual life by trying to surpass them. (No important function has been played by the
thought whether we are, or are not, here in this Universe alone.)
For the sake of these miracles, here shortly exhibited, we must not remain,
on our life road, without an outer moral framework and without a natural internal
moral thirst.37)
Many a time and mostly totally, we do not consider and understand how a preschool child assimilates the code to decipher this uniquely marvellous fairy tale of life,
without always naturally in its background grasping the necessary initial prerequisites
for its – now only preliminarily suspected – need to be inquisitive and longing for
general education; to say nothing of the responsibility for one’s own proper behaviour.
(Not only as an exception here can be found a precondition for later problems which
cannot be solved easily, starting with smoking and sometimes finishing with drugs. Here
we can also find the roots of the following violence and extremism.)
9. What, so far, this time (especially in schools) is not ripe yet for?
If we do not want to stay only “with ourselves” – and with our “computer” – and
if we intend to live with our neighbours (not only “beside them”), then we may
also discover the arguable relativity of different professed values (not only the “ethical”
ones). And, in this way, we may be coming nearer to toleration, which is so necessary
even globally. Nothing was said about it till now although it is a moral value “in short
supply”. But, it is also evident that not all can be left to take its free course.
Here is the beginning of our – not only pedagogical – problem. We can hear
that “Man cannot live by bread alone”. Without a multilateral material arrangement
all may be amiss (if not worse!). Since past autumn (2008) in the Czech school system
there have been many talks especially about money. We cannot leave aside the fact that
the oldest generation is, among us, in only scarce numbers, having lived in incompa24
rable living conditions when drawing a comparison with the middle generation, not
to speak about youth. After WWII, women stayed in the working process for good
which, especially in the industrial countries, was a social revolution also in the sphere
of family relations. Simultaneously, too many women started their career as teachers
which caused feminization in schools. Women less often than men take this activity as
a calling (not to mention a lower financial evaluation of this work). And the role of a
teacher has not been given only by her or his teaching. S/he is, at the same time (and
not only “moreover”), to serve as a possible and very immediate model, and that not
only through outward appearance or knowledge. There are not too many personalities,
apart from the parents, who may remain in memory for many decennia, or forever – as
just the teacher is.
It is surely not necessary to elaborate the fact that other cognitive requirements
are needed for working on the elementary level and that the teaching staff on higher
levels has a more exacting task in front of itself. In both these settings, we can find
something common (though not always watched and seen!): the “schoolmaster” must
know how to evoke interest in her or his subject among pupils or students, and it has,
naturally and unaffectedly, to be presented how s/he knows it, not taking it only as a
“work load”. Now, I intend to mention several ideas, sometimes in triplets, which are
not to be conceived as declarations and should be understood in their complexity.
So, first of all: During the last twenty years, our world has been especially smaller and made nearly contemporaneous (without reference to distance). It has happened,
to say nothing of TV-news, mostly owing to the internet, electronic mail, mobile phones
(“cells”), twitter, or facebook communications. In these nearly 65 years after WWII,
we may record such a stormy – and constantly swifter – development of sciences and
technical applications that, visibly, all the living generations are mutually divided by
their experience with technical appliances and qualification to understand professional
information.38)
In the last semicentennial time, the teaching staff has been very dramatically confronted with a situation where pupils or students sitting in front of the teachers had been
attuned to life on an incomparably higher level than it was the case with themselves.
And – “Therein lies the rub!” Pupils and students could, in the given course of studies,
know much more than their teacher.39)
The teacher cannot hide her, or his, authority behind some strict rigidness or
frustrating raids of repeated written tests. Is it not the case that s/he in to burn with the
admirable knowledge of her, or his, subject (which s/he, of course, has reasonably mastered), to be able to, at least, induce the atmosphere of “smouldering” for its appeal and
mysteries, mathematics being included?40)
If we surpass the hindrances of the preceding paragraph, we should not, in a
parallel, miss three more things in the classroom, be the subject of whatever difficulty:
admiration of life in general, the same towards the stage of the world, and specifically a
similar attitude to culture.
In each of these three areas, we can register some important questions which
should find their manifestation in the scenery of mutual communication. Before I go
on, I feel some responsibility to stress once more again that the teaching process cannot be a “one-way only” stream of knowledge passing through a strangely insulated
25
(and dictated) “pipeline”, but has to have its various feedback connections, “resting
places”, if not commentaries of nearly anything what, as imperative, was brought by
the current day.
A lesson should have the charm of a thrilling communication, similar to a simulated “discussion” tempting the listeners to admire such features of knowledge and
following up with a striving for its assimilation. — So now let us hint at only “three”
spheres deserving our consideration. First of all: the human society stays, or falls, disposing of a certain status of family, notwithstanding its form. It should not be “patriarchal”. 41) Although it need not always be simple and individually viable, the importance
of the family should be naturally mediated by the relationship of the teacher to her,
or his, younger members of the “team”, and her (or his) membership in it as a senior,
more experienced, and considerate component. Not only as if speaking for “somebody
else”, I would like to emphasize that, in a broad sense, education is needed not only for
the ones who are to be educated (or the educator), but also for the whole society. The
importance of education is growing steeply.42) And let us add a rather controversial
requirement: culture and civilization as a complex should not take a back seat in our
minds, somewhere “behind” (or “outside”) the material and consumerist aspects of life,
and distraction.43)
Is there not any brake in the way of our intentions? What is there here not only
among our wards, but also among us teachers? If we remain within the Central-European space and its rather impaired form of democracy, full of various illusive performances (including corruption) from above, and a lowered interest in being politically
engaged from the bottom, then it is now highest time to introduce a new type of civic
education, deserving the name, and preparing the young for making things better (and
not continuously looking for a life-saving “third way”). Only then could we count on
some prophylaxis against the contemporary exhibitionism of politicians, media argumentations in form of ads and TV-spots, and little perceptiveness to more general needs
of society (if not of the whole planet).
We cannot cover all the necessary “curative” items. School could serve as a “filter” where the recovery of public life could find one of its reliable sources. School potentially is a “workshop of humanity”, realizable as a never-to-be-finished thriller
of continuously discovering something new and unknown before.
There is one serious, though disguised, problem: Traditionally, the teaching
process exposes all as unproblematic and stabilized, and not open to doubt. When
our subject is not language and its rules (also with various exceptions of them), it would
always be preferable to point out at the difficult process of gradual, sometimes very
uneasy, penetration into more adequate knowledge. We should never lead our wards
into a dogmatic picture of the world, life and values in it.
If it is possible, we should, in suitable contexts, show or illustratively indicate
that our world, till the middle of 19th century, was outwardly static, relatively small,
and – at least in our reflections – remarkably young. We should also not forget to mention the excess of optimism of the Enlightenment (from the preceding – 18th – century)
counting with the possibility of edifying the human society by applying rational reasons
more and more, governments not excluded. We should also remind our students of the
sufferings of both the world wars of 20th century, not forgetting to explain the reasons of
26
genocides or economic depression or crises. We should continuously bear in mind that
not all in our human world can be algorithmically solved (as if all were so solved). There
are processes which are random, or there is such a number of uncontrollable factors that
we should abstain from categorical conclusions and be very vigilant when arguing. We
should not hammer into the heads of our “wards” both any dogmas and, on the
other hand, equally dogmatic scepticism.
One more remark, rather “formal”, but also showing one blemish, and more than
60 years being among us, is the following: the culture of our speech. The users of
Czech (but not only them) have infested the display of their speech acts by various
inarticulate sounds (or alien tones?), repetition of some already pronounced words and
inserting different verbal paddings. All that could already be acquired at school during
the examining “at the blackboard”, when words did not come easy and we did not know
how to continue at the moment. Some “hallmarked speakers” of various institutions and,
what is more, broadcast or TV-redactors speak in such a way as if they came running
from somewhere, probably persecuted, and then they groan (as if in pain), lace the message with “ehm” or “you know” (or “you see”?), and nearly every word accompany with
nodding, in a similar way as a horse does with its mane. (Was it picked up from us, the
elders? I do not dare to mention the standard language level which could be shown as an
evidence of some respect towards those addressed by the speaker. 44))
So, we know, at least some, symptoms of this decline of our “spirit”. If being led
to a certain diagnosis, can we thus be led towards a desirable therapy?
Comment
1) I want to utilize here some material I prepared for a seminar organized by the Philosophical Institute of the
Academy of Sciences of the Czech Republic and taking place at the end of 2007. It could be added probably
that I, nearly ten years ago, collaborated with V. Gluchman on Ethics, in three volumes (Prešov 1998), where
I also published a study called “Moral values in contemporaray ethics and morality” (pp. 61-84).
2) It is clear to me that some languages could be helpful in elaborating a more complicated structure (which
I find counterproductive).
3) No definition is an automatic protection. “Theory”, e.g., should be understood as being a “verified hypothesis”, something testable (and withstanding falsification). If “ethics”, as a humanistic subject, is to be a
“theory”, there is a rather big problem here immediately: We do not have at our disposal any binding criteria for its generally respected cornerstones, cultivation, and possible development; to say nothing of its
“testability”. — Currently, we understand “ethics” as being an attempt at rationally reflecting about possible
“norms” of what “is to be”, and the corresponding practice – on the basis of such “norms” – where, in dynamically developed human relationships, we cannot find any aprioristically reliable and continuously binding
norms of human behaviour, without regard to their partially legal fixation in our contemporaneity. The notion
of transcendentally binding and “eternal” rules of God’s will must be irrelevant for atheists. And if we count
with a certain – and changeable – dynamism in the way of life of Homo sapiens, we will be confronted with
somehow “absolutely” conceived principles of behaviour in a similar way as religious people are. It may be illustrated as a, not only “academic”, question from the second half of 20th century, when new efforts emerged to
give new interpretation to homosexuality and new status in society to homosexuals; or also the need to look for
an admissible compromise to regulate conception (or protect against AIDS), to say nothing about euthanasia.
4) Thus we can conceive both the endeavour to present an analytical, socially based and semantic interpretation of the conceptual apparatus in this field, and – in form of a synthesis – the search after contact surfaces
between different types of ethics.
5) It might be better to illustrate it by an example: In the world of arts we know the prestigious “Turner Prize”,
each year awarded for an original creation in London. Sometimes it sets the fur flying. Fine art, as a realization, is an activity outside science. Its review (critique) comes out of a certain tradition which is conforming to
the personal imaginations of its critics and is a product of its time (institutions and authorities). With a reasonable bird’s eye look, it is possible to create a “theory“ of such criticism, if not something more problematic
27
which has been – not adequately – called “laws of creation”. Such an effort would bear signs of what has been
currently called “science” (though here a “soft” one).
6) Half a century ago, it would be unthinkable that a worldly renowned author (a concrete case: in October
2007, J. K. Rowling) could fully, before an audience in Carnegie Hall in New York, declare that one of her
crucial protagonists in her novel epopee “for youth” (!) about Harry Potter is a gay (Albus Dumbledore) which
declaration would then even be – after a moment’s shocking silence – followed by stormy applause!
7) We can evidently be surprised by promiscuity between apes (e.g., chimps), or – what humans call – fidelity of swans. Also something called murder among us, has already been observed in apes. (See also the text
preceding the end of 2nd part, paragraph containing note 15.)
8) Let us not forget an ancient Christian tradition of bodily discipline, partially inspired bycustoms practised
in some Jewish sects. The “body” (together with sexuality and material needs) as if were a hindrance to find
a sublimed relationship towards God (and the cure of “soul”, the “transcendental”, the “spiritual”).
9) Robert H. Lowie [Primitive Religion, Peter Owen, London 1960, p. 103] quotes that the tribe of Bagoboes
(isle of Mindanao) professes faith in a “right-hand” and “left-hand” soul, where its right-hand part is a faithful
guide of the body granting the bearer health and joy of life. When leaving the body its effect is death. The “lefthand soul” is a source of risks; it can become a prey of demons during life already and, after death, changes
into a demonic existence. — As if – not only linguistically – what when being at the “right” side were also
“right”, if not “veritable” (and genuine), whereas what is “left” should be somehow “crooked”. Not long ago,
left-handers were considered “unnatural” and were ruthlessly re-trained to be right-handed.
10) Only rarely will it be acknowledged that “spirituality” is a totally vague word, if it were not another expression for directly meaning “religion” (as a “spiritual” value). It has often been accompanied by the concept
of “soul” and the meaning of this life after death. Sometimes it is only a commercial lure for those who pretend
to be in contact with transcendental forces (shamans, many a healer, practitioners of various cults).
11) I would not like to quote cases of clever “entrepreneurs” (not only in the Czech Republic) who rely on the
fact that what is not directly prohibited is, as if automatically, allowed. Such behaviour may be contrary
to “good manners”, but if not unlawful then it is as if wholly “O. K.”. — If such a “traficker” has not been
condemned to imprisonment, he (or she) goes on to appear proudly in media as s/he surely and indubitably
is – and has always been – “honest”! Unlike Antiquity, the difference here might consist in the fact that the
professional community may evaluate it in another way now: to “be caught with his trousers down” is nothing to be proud of; and if served to the public by the media, such “cleverness” is denounced. — In the Czech
Republic after 1989 some clever “trafickers” made much money by annihilating the expected positive results
of the so-called coupon privatization among small “investors”. Mr Kozeny, glorified in his native country, did
not bog down sooner than in connection with his big international financial transactions whereby he “was out
of luck”. It could be interesting and mostly enlightening if we disposed of materials showing the ways through
which the “poor boys happened to be famous” (together with who and how helped them and was “helped” by
them). These siphoning-off activities, in various forms, are going on even today in the Czech Republic (and
not only there) which, of course, makes the psyche of its citizens lame...
12) It would not be good to judge the “character” of God in accord with this episode. The Lord only exhorts
Jacob to swiftly settle down in another country (which was understood by Jacob as an instruction to cleanse
the family clan of idolatry). — The text was not primarily written for the eyes of a modern reader. The story,
by its anthropomorphic composition of God as its actor, evidently shows whether humans had, first, God’s
will “among themselves”, or a harsh clan habit, closely near the merciless spirit of the norms of Hamurappi’s
legal code (“eye for eye, tooth for tooth”).
13) If ever in some Muslim countries are such actions registered as potentially not appropriate, then their right
of recovery does not qualify them as murders but – if ever subject to punishment – as am undue middle to
defend family honour (sometimes punishable with one year of prison). — So it is sometimes that there is a universally, and for individual “usefulness”, declared goal (“telos”) which may be simultaneously connected with
a causal presentation. — We humans know well that causes have their effects. The inevitability of understandable horrible effects may be evaded by the fatal imagination of miracle. Then there is an attempt to confront
two lines of causality: one, somehow “natural”, and another one, not enjoyable which might be averted by
a deity from which the praying human expects a “supernatural” intervention. — The Lord of the Old Testament taught his people to respect their mutual “contract”. A severe example of this theme may be illustrated
by Ex 32:27-29. When Moses came back from the top of the Mount Sinai, the Jewish people sacrificed to the
Golden Calf. Moses then assembles those ones “whoever was for the Lord”. And he says: This is what the
Lord, the God of Israel, says: ´Each man strap a sword to his side. Go back and forth through the camp from
one end to the other, each killing his brother and friend and neighbour.´” On that day, in accord with a “Mosesian” record, three thousand died. And so, what is to be done is being sometimes enforced by the shed blood
of relatives, too. Or else there might originate doubts having to do with the credibility of a possible obligation
and necessity to comply with an instruction which cannot be conceived only as a “recommendation”. (We
would be led too far if trying to pursue it further.)
28
14) It is evidently useless to comment here the cruel medieval forms in which “legality” has been enforced in
many a Muslim country, registering public whipping or executions, including stoning to death!
15) A trained macaque evinced its wavering to press the handle less when it saw an animal of another sort in
the neighbouring cage, and a much greater reluctance when it knew the ape in the neighbourhood, or when
being already familiar with the conditioned role of electroshock. (See note 7.)
16) Much information about this experiment is easily accessible on the internet.
17) Powell’s words: „They’re clean, smart, dedicated, trained, motivated, responsible, reliable, self-confident,
selfless, patriotic, loyal, drug-free, respectful, tolerant, and ...caring.“ (Adapted from J. Bowman; the expression “honorable“ is missing here as shown.)
18) See note 10.
19) Already among Darwin’s famous finches one of them took a straw in its beak and strove to spike its possible catch deep in the trunk of the tree. — Recent experiments with the admirable parrot called Alex and
performed for 30 years by Dr. Pepperberg, are worth to be mentioned here, too.
20) Among Inuits there is a memory conserved that in remote past, when the community was befallen by
hunger, it set out to seek new sources of food in such a way that – owing to the scarce food for all – it left its
old members behind to die on place.
21) Not only at Troy or in the Old Testament, but also with a generous exaggeration of the numbers, the plain
fighters in Mahabharatam died in the battlefield called Kurukshetra anonymously as if only the stories of
noblemen were important.
22) Swiss men – in good memory of the “old patriarchal traditions” – thought that they could manage the voting process themselves representing their wives, too, not considering that not every woman had eventually to
marry, or that not each wife needed to share her husband’s political ideas.
23) After WWII some Italian communists were sure that after the potential social revolution they themselves
would emerge as “bosses”, whereas all subordinate work would then be performed by the preceding superiors.
24) A very detailed description see at: Arnold S. Luknič, Štvrtý rozmer podnikania – etika, Slovak Academic
Press, 1994.
25) It is a sensitive theme. On account of killed lives may live those who would do anything for some money.
We could be familiarized with cases outside any imagination in Western culture. They have various connotations which cannot be seen immediately. Owing to the regulation of natality in China and preferences of male
progeny there, tens of millions young Chinese have got no chance to marry. In one province, it is customary
to “equip” the grave of a dead unmarried man with the body of a dead woman for the “otherworldly time”.
Women’s bodies were stolen not only from morgues, but also from fresh graves; and not only that. For not
small sums of money were murdered young women and girls to supply, on “exactly directed” order, the required “parameters of a common-law wife” to a rather strange funeral.
26) Shall I, for the third time, remind my reader that this is a very sensitive, if not also a highly vague, term?
(See texts accompanying notes 10 and 18.)
27) In the Czech Republic the highest esteemed singer of the light muse Karel Gott has happened to be
a sublimed “lover” for thousands of his girl-fans. (An added note: In January 2008 he, being 68 years old,
married his latest and more stable partner which, of course, is not a sociological subject. It may be a decoy for
a psychologist. And it is a good morsel for a biographer.)
28) By means of different expressions we run away from reality: we can see a cow on a meadow but, on
a plate, there is only “beef”.
29) Ten years ago, who heard about the contemporary steel magnate Mittal from India? He also owns the
Czech Steel works of Vítkovice.
30) There was a world meeting on the isle of Bali where there were to be prepared the “final” conditions for
a more efficient approach about the directives of Kyoto. Some limited hopes could be created, but without
any cooperation with US or China which is not only a political, economical and, directly, climatic problem
but, primarily, it is an evidence of a clear inability to responsibly and reliably face the problem from
a moral viewpoint.
31) In the Czech Republic we should, more reliably and efficiently, solve the so-called Roma problem. To
teach Roma children Czech when they are seven years old, is not an effective optimum. Already before a child
has been born, its family should have been, socially and morally, ready for its arrival in this world. Who
else should dedicate his efforts to take part in such a difficult task?! It is not a task for only one generation if it
were already – naturally from the “bottom” and from “within” – started. The core of a successful solution can
be found in a consolidated family. — Such features as is the situation of displaced, or also murdered, families,
e.g., in Darfur, or people affected by floods as it is repeatedly the case in Bangladesh, China or South Mexico,
cannot end as headlines only for the media.
32) Some facts: A rather long time we are to know that dirty money is not dirty. From time to time, general
interest got its new food in the news about the newly loosened partner relationship of some leading politi-
29
cian. In a broadcast from January 2008, Professor Josef Koutecký remarked that some changes of attitude are
inaugurated by inconspicuous terminological innovations: patients of the past have been changed to “clients”!
(All this, of course, is not a specific sign of only the Czech public scene!)
33) China already occupies the first place in importing luxury autos (ignoring the contemporary economic
depression). India has spectacularly realized its program of a really “popular” (or “plebeian”?) auto, for an
incredible price of 2 500 dollars (till now the folk choice was a motorcycle). It is impossible now to proceed
in an analysis here (not only for home market; and including the hunt for raw materials or pollution).
34) Not many people know the real economic power of Germany within the EU and the world. When considering the export of goods in 2007, the first place in the world was occupied by Germany (with 9,5 % of its
share). The second place belonged to China (with 8,8 %); and the US was in the third place (8,4 %). These
three states together participated in a quarter of world export. (The 4th place was occupied by Japan which
was the last country reaching more than 5 %. See The Economist, April 26, 2008, p. 104.) The biggest world
importer was US. The greatest financial reserves can be found in China (in trillions of dollars). The price of
a barrel of oil has again reached more than $100 (which could, for the oil states, mean that the so-called petrodollars would not be a desirable source of financial reserves any more again).
35) The three preceding “eras” being the hadron and lepton eras and the third, the era of radiation. Especially
the first two eras have nothing in common with our perception of time and processes in it. The origin of our
Universe provokes a somewhat absurd question of what could precede our Big Bang, and how. The so-called
superstring theory has continuously, or so far, been a physically untestable “hypothesis”, even when it may be
a viable way to a “theory of all” for mathematicians (to say nothing of the “technical” abyss of 35 orders on
the number line to test this mathematically elegant and physically uneasily imaginable hypothesis).
36) Much less represented, in the basic code of cell life, are following three elements: nitrogen, phosphorus,
and sulphur. (Other elements are present in the makeup of organisms, too, importantly calcium or iron.)
37) Ethical “codices” can have some value only in such a case when the society (or interest group for which
it might be valid) intends to keep them and knows how to implement them. It also means to begin with their
observance from the beginning of human life, to achieve a natural respect for their “conservation”.
38) The contemporary septuagenarian could see, even in towns after WWII, much more of horse droppings
on the pavement than feel the exhalations from the cars. Slide rules were slowly replaced by calculators from
the beginning of the 1970s.
39) T. G. Masaryk more than 100 years ago reminded the teachers of his time not to forget that the pupils might
be better equipped with knowledge than themselves having various new sources at their disposal which the
teacher does not think about. See Czech articles about it in: http://www.blisty.cz/art/17558.html, and http://
www.blisty.cz/art/17241.html; or http://www.blisty.cz/art/17586.html.
40) There is a certain anachronism in the Czech school system – as if we were not yet in the “information century” (the 21st!). Subjects like mathematics are artfully suppressed in favour of language training. (Not always
qualified teachers then find their way out of personal problems in examining “vocables” and in written tests.)
41) Such is, through its traditional roots, a Muslim or Jewish family.
42) We have to count with the so-called know-how which is to be paid for, notwithstanding its relatively small
expenditures, in accord with its quality. A small land like the Czech Republic (without raw resources) should
show more effort in this direction.
43) The “third culture” by C. P. Snow did not prevent the larger and larger gaping between the humanistic and
natural subjects, or between the so-called “high” and “popular” culture.
44) One hundred years ago the Russian language counted with its three layers then existing. The highest one
was the language of tzarist and Church edicts, the second was the current language of literature and various
proceedings, and the lowest the spoken (and colloquial) language. — In Czechoslovakia after WWII, very
early took hold a rather “plebeian” talk of the majority of communist politicians. It nearly immediately prevailed in the public performances, as if that “informality” were “sincere”, and not “affected” (or “artificial”).
Now, in the Czech Republic, it is as if a somewhat strange speech style of a pub or kitchen were due and
proper when speaking about culture, or addressing thousands of people in public. Standard level of Czech is
disappearing, as if no one cared...
NIKOLI PŘEDEVŠÍM TĚLO JE DNEŠKEM OHROŽENO
ANEB O NEDOSTATCÍCH PŘEDEVŠÍM DUŠEVNÍ
HYGIENY
Abstrakt: Nejvíc nás lidi ohrožuje nedostatek morálky (K. Lorenz). Pohybujeme
se v dualismu životních hodnot. Zároveň se zde promítá protiklad etiky hanby (finálně)
30
a hříchu (kauzálně). Nelze se spoléhat na přirozenou výbavu člověka. O cti nerozhoduje
jedinec, ale jeho sociální okolí. Biosociologie přistříhává křídla „spiritualitě“. Rostou
rizika rozkladu hodnot, včetně osobní integrity (vyprázdněním sebe sama). Kromě očekávaných změn klimatu neudrží se ani stávající konstelace ekonomicko-politických sil
současného světa. Přitom život každého člověka je svou neopakovatelností nevyčíslitelnou hodnotou. Člověk nemůže zůstat bez „přirozené“ mravní žízně. Role učitele
není dána jen tím, že vyučuje. Je průběžně jedním z bezprostředních a silně působících
vzorů. Zdá se, že především vinou školy došlo k zaplevelení kultury komunikace. Také
je zřejmě nejvyšší čas přispět k zlepšení klimatu ve veřejném životě nutkavější výchovou k „občanství“. Místo dogmatického přenosu učiva je nezbytné stále upozorňovat
na nesnadný proces postupného pronikání k adekvátnějšímu poznání. Abychom nevedli
své svěřence jen k dogmatickému obrazu světa, života a hodnot v něm.
Klíčová slova: duševní hygiena; etika; morálka; mravnost; dualismus životních
hodnot; zlo; hanba; hřích; vina; šarí’a; čest; gloriola; sociální role; celebrita; hodnoty; globalizace; duše; mafiánství; spiritualita; hegemonie; udržitelný život; konzumní
společnost; zázrak života; tolerance; role učitele; informační věk; komunikace; dílna
lidskosti; třetí kultura; dogmatismus; skepse; krize; rétorika; terapie
31
School and Health 21, 2010, Health Education: Contexts and Inspiration
THE CONCEPTION OF SCHOOL-HEALTH
RELATIONSHIP IN THE SCHOOLS OF THE
FIRST REPUBLIC
František ČAPKA, Jaroslav VACULÍK
Abstract: The paper portrays positive changes in the sphere of health measures in Czech schools of the First Republic. School physicians in concert with educators created a system of basic rules for the ‘school and pupils’ health’ relationship.
This relationship was reflected in the principles of the image of the school adopted as
a priority including the school’s interior design and organizational structure. And after
this the organizational structure of the learning process was considered. Another area
of interest was that of the increased interest in the actual state of pupils’ health. The
paper depicts specific information from the education of the so-called deficient (defective) pupils and the picture of the care for them. Another important aspect was considered
as well: the outline of the social, moral, protective and out-of-school educational care
for school children, including the role of parent associations at schools.
Keywords: school physician; school attendance; school rules and regulations;
special schools; special classes; parents association.
In the course of the formation of the school system in the Czech lands the view
of school by state authorities was gradually changing: from the perception of the school
being a solely educational institution, to the perception where school was an establishment providing the young generation with the information on fundamental health
principles and norms. Broader application of health measures in schools was mainly
prevented by the lack of funds, and often also by persistent stereotypes of times past.
Considerable positive changes in this respect occurred mainly in the years of the first
Czechoslovak Republic. The pressure of civil communities in the last decades of the
Habsburg monarchy went in the direction of improving the whole school system. This
process eventually resulted in the establishment of a quality democratic school system
in the new Republic. It was necessary to do away with the frequent accusation which
stated that the school caused “many harmful effects on pupils’ health”. The school had
been generally accused of spreading infectious diseases and marked as “the breeding
ground and hotbed of infectious diseases”. The most frequent illnesses reported as being
spread by mutual contacts of pupils at school were, for example, scabies, lice, eczema,
33
or contagious diseases, such as measles, chicken pox, mumps, scarlet fever, diphtheria,
and tuberculosis.
From the very beginning of the period of the First Republic, both school physicians and educators agreed on the necessity of developing a system of basic rules for
the ‘school - pupils’ health’ relationship; they could rely on some experiences from
the pre-war years. Some principles were adopted then regarding the desired design of
the school, its interior equipment and organizational structure. In terms of the school
building, the requirements of sufficient light, air and general conditions for maintaining cleanliness on the school premises were promoted as first and foremost. These
principles were considered even at the stage of defining tendering conditions for architectural designs of new schools. The interiors of school buildings were supposed
to have “large and airy classrooms with appropriate, suitable and sufficient airing and
heating systems”. There was a requirement for high and wide windows in the classrooms because “the daylight was the most appropriate lighting of the classrooms, and
if possible, very little artificial light should be used during school lessons”. Another
requirement was the requirement concerning classroom furniture: it was supposed to
be friendly to pupils’ health. This mainly applied to school desks the overall form and
shape of which were paid particular attention to. One of the descriptions of that period
stated: “As a rule, pupils should be able to sit well and comfortably on the chairs by
their desks; they should be able to step out effortlessly, the contact between the teacher
and the pupils should be easy and the cleanliness of the floors under the desks should be
easy to maintain; the writing board should be in the height of the sitting child’s elbow,
slightly inclined towards the child’s body…”. Great attention was also paid to the paint
used for school blackboards, issue of pupils’ writing accessories, print size in textbooks
as well as other things. The attention of public health officers was also focused on the
condition of books in school libraries as the considerably high frequency of book lending was reflected in the look of the books: the majority of them were noticeably dirty
and torn by frequent lending.
Considerations of the organizational arrangement of lessons became a widely
discussed topic; it included the issue of the determination of an optimum everyday start
of the lessons and the way of school attendance, the question of proper time schedule,
the setting of the amount and scope of homework, and eventually the determination of
an ideal number of pupils in the class. Opinions of different educators concerning these
topics differed a lot; it was necessary to consider significantly different social statuses of
individual pupils, often difficult ways of their travelling to school as well as the number
of other varied conditions (such as, for example, inconsistent conditions of pupils living in village locations as opposed to pupils in urban, highly populated areas). These
were the reasons for a rather liberal view of the said issues since the determination of
the time of the everyday start of school lessons could have been discussed only “when
considering local conditions … whether the lessons are to be held only in morning hours
or both in the morning and in the afternoon”. The issue of determining the correct time
schedule and the scope of homework had been discussed already from the eighties of the
19th century in the scientific as well as lay community. The significant Czech physician,
Prof. Josef Thomayer, got also involved in this discussion; he disputed the opinion that
the school work had harmful effects on pupils, such as mental fatigue or mental over34
strain, and perceived these phenomena not as pathological ones, but as a physiological
reaction to any ultimate physical or mental work; he perceived them as a safeguard
which prevented overstrain caused by physical or mental activities. At the same time he
distinguished the differences between school workload for different categories of pupils
according to their health, physical and mental maturity.
Another sphere of interest was that of the health condition of pupils. The statistics of the period immediately before World War I were used as a basis; they showed
that 25-30% of pupils of elementary and middle schools were included in the category
of “deficient children”; of them there were a higher percentage of girls than boys. We
have at our disposal, for example, quite detailed data from the reports of Prague school
physicians which show that from 1908 to 1912, 37.4% of boys and 40.8% of girls were
found “deficient” in first classes of local elementary schools. In higher classes these
percentages were slightly decreasing. In this relation school physicians recommended
that the school attendance of six-year old children who were not quite mature in terms
of their health should be postponed by one year. Already at that time particular attention
was paid to children with serious health disorders, such as mentally deficient, blind,
or deaf and dumb children the education of whom should be taken care of in special
schools and medical facilities.
In the years just before the war the care for these pupils was gradually acquiring
an official framework; the Educational School Regulations of 1905 (in Section 212)
emphasized that also “school authorities and educators should take into consideration
mental and physical good of school children and undertake steps to remove the deficiencies found; they should eagerly undertake activities for institutes to be established for
the protection and out-of-school employing of children”. In this period we could witness first “special” classes and even the whole “special” schools. The Moravian School
Council issued the instructions for their establishment in 1907 following the recommendation of Gustav Marchet, who was then the Minister of Culture and Education.
However, because all the costs connected with their operation must have been paid by
the municipality itself (including the salaries of teachers), only individual classes were
being opened within individual schools (the first independent “special” school with two
classes was established in Pardubice). According to the latest pre-war statistics of 1913,
in the whole of Austria there were 97 classes of this type, catering for 1,759 pupils;
of them there were 23 classes in Bohemia (16 Czech and 7 German schools) and 7 in
Moravia.
In the whole of Austria there were 27 institutes for mentally deficient in 1912;
at that time they were called the institutes “for idiots”. They housed the total of about
3 thousand pupils of whom 1142 were capable of being educated; the Czech Land Commission for the care for young people supported the institutes in Praha-Hradčany (the
so-called Ernestinum), in Hradec Králové, in Jilemnice, in Kostelec nad Orlicí and in
Dobřichovice; the German Land Commission established a similar institute in Vrchlabí. At the instigation of the Association for the Treatment and Education of Physically
Crippled Children, the first so-called nursing institute for the physically crippled started
its operation in Prague VI in 1913. The development of this institute was considerably
supported (also financially) by famous surgeon MUDr. Rudolf Jedlička. The number of
institutions for the blind was growing very slowly in spite of the fact that the oldest one
35
of them had been established already in 1804 in Vienna, and three years later (1807) also
in Prague. There was a school for blind people - both for children and adults - in Prague
(in Hradčany and in Klárov) in the first decade of the 20th century. In Brno a three-class
school for the education of blind children was added in 1911 to the Moravian-Silesian
Institute. First institutes for deaf and dumb children had been established already in the
period of Emperor Joseph’s ruling in Austria - in Vienna in 1779, and in Prague in 1786;
approximately one hundred years later (around 1874) there were already sixteen such
institutes in Austria; in 1908 there were twenty-seven - with 1600 inmates. In Bohemia
there were four institutes (in the seats of catholic bishoprics), and in Moravia also four
(Czech ones in Ivančice and Lipník, German ones in Brno and Olomouc); just before
the war another Czech Land Institute in Valašské Meziříčí was added to them. There was
no similar institute in Silesia. In the years of the First World War, a two-class school for
the deaf and dumb in Prague was opened; the same applied to Pilsen. At about the same
time as the institutes for the deaf and dumb, first orphanages were being established in
our country. At the beginning of the 20th century, there were seventy-seven of them only
in Bohemia (district ones, municipal ones as well as private ones). The number of youth
custody centres and similar institutions had never been very high: in Bohemia there
were only twenty-one of them in 1914 approximately for 800 children (particularly in
Prague-Libeň and Vinohrady, in Říčany, Kostomlaty, Opatovice and Králíky).
The number of the so-called youth custody centres for morally defective young
people was gradually growing; the majority of them had a land or private status. In the
years of the First Republic there were eight institutes for “idiots”. For the physically
handicapped youth (then called “deficient”) further institutes were opened in 1919 in
Brno-Královo Pole and in Bory u Plzně on top of the already-mentioned Jedlička’s Institute in Prague (in Slovakia in Štiavnica and in Carpathian Ruthenia in Mukačevo). There
were seventeen institutes for the blind in the First Republic, of which there were only five
for school-age children and two for pre-school children. There were nineteen institutes
for the deaf and dumb with 125 classes (93 for the Czechoslovak nation, 23 for the German nation, 5 for the Carpatian-Ruthenian nation and 4 for the Hungarian nation).
During the First Republic, all these institutes (or institutions taking care for the
youth with disorders) further developed on the foundations laid in the Austrian-Hungarian period; also the problems from Austria-Hungary remained, such as the issue of
financing the operation, special professional education of teachers, provision of specific
learning facilities, etc. Apart from this, competence disputes persisted concerning the
functioning of these institutes between the Ministry of Education and National Culture
on the one side and the Ministry of Social Care on the other side. Gradually decrees
were issued regulating the regime in such establishments. The first law on “special”
schools was issued in 1929, when special courses started to be organized for teachers
of “special” schools; specialized literature was being published on this topic, and the
Association of Special School Teachers was formed. Health education at schools was
considerably supported by the production of new books, magazines with special focuses
and promotional materials (leaflets, posters, stickers, etc.). The new radio broadcasting got also involved in educational activities by its educational programmes. Public
lectures for educators as well as parents became frequently attended; they were given
by important personalities from the educational as well as medical environment. Health
36
education at schools was strongly supported by the Red Cross. It was also contributed
to by other unions, which particularly focused on the physical education; they organized stays of school children in the nature and various competitions on different sports
grounds (playgrounds, stadiums and gyms).
An unsubstitutable role was also played by parent associations at schools the objective of which was to compile and implement the working program of social, medical,
moral, protective and out-of-school educational care for all young people in individual
villages or municipal districts. Since there was an unfortunate hangover of child labour
from the past decades, the first laws of the new state included the law of 17 July 1919,
No. 420 of the Collection of laws, which strictly ordered the protection of children at
the time of their school attendance and enabled their parents (or foster parents) to “employ” the children for the maximum of two hours a day; the law forbade the work of
children before morning lessons, and after the lessons parents were ordered to enable
their schoolchildren to have at least one hour’s rest. On the days when no lessons were
given parents were not able to employ their schoolchildren for more than four hours a
day (for farmer families it was six hours). It is natural that these provisions were not
being complied with since the law did not deal with the issue of control and possible
sanctions. According to this law, schoolchildren were supposed to have at least ten hours
of night rest - from 8 pm to 6 am. The above work programme was only of a framework
nature, and it was supposed to be supplemented (further specified) for each individual
school by a local school medical service plan.
In the care for pupils’ health, mutual cooperation of parents and schools with
school physicians was increasingly coming to the forefront. Up to then, they had been
those who had been more or less responsible for full enforcement of the principle of appointing school physicians. The fulfilment of this task was supported by different legal
regulations, such as law no. 226 of 1922 and governmental degree no. 64 of 1925, by
which school physicians were requested to become permanent school health authorities
taking care of pupils’ health. Decree no. 4 208 of the Ministry of Health of 25 July 1922
could be added to these two legal patterns: it ordered permanent school health authorities (i.e. school physicians) to monitor the health conditions of pupils and at the same
time to pay attention to the sanitary conditions of the school building and supervise the
performance of corrective measures to remove the defects found. School physicians
were also asked to “examine the housing conditions, nourishment and health conditions
of the families of our schoolchildren”.
CHÁPÁNÍ VZTAHU ŠKOLA A ZDRAVÍ NA ŠKOLÁCH
PRVNÍ REPUBLIKY
Abstrakt: Příspěvek přibližuje pozitivní změny v oblasti zdravotnických opatření
na českých školách první republiky. Školní lékaři ve shodě s pedagogy vytvářeli systém
základních pravidel ve vztahu: škola a zdraví žáků. Ten se odrážel od prioritně přijatých
zásad obrazu školy včetně jejího vnitřního vybavení a organizační struktury. K nim přistupovaly úvahy o organizačním uspořádání výukového procesu. Další oblastí zájmu byl
zvýšený zájem o samotný zdravotní stav žáků. V příspěvku jsou uváděny konkrétní úda37
je z oblasti vzdělávání tzv. vadných (defektních) žáků a obraz péče o ně. Stranou pozornosti nezůstal nástin programu sociální, mravně ochranné a mimoškolně výchovné péče
o školní mládež, včetně role rodičovského sdružení na škole.
Klíčová slova: školní lékař, školní docházka, školní řád, pomocné školy, pomocné třídy, rodičovské sdružení.
38
School and Health 21, 2010, Health Education: Contexts and Inspiration
LEARNING FROM EXPERIENCE AND
KNOWLEDGE BASE OF TEACHING
Helena JEDLIČKOVÁ, Iva TYMRÁKOVÁ
Student Pedagogical Project in Educating Primary School Teachers
Action Research and Testing of Teaching Models
Abstract: The case study presents a part of our research dealing with the implementation of learning from experience as a basis of teachers´ knowledge base in
an integrated didactical (natural) science course in study programme Pedagogism for
primary education. It is a part of the project “Biology for Life and Health”, which enables to acquire experience, enables personal development of students and pedagogues
at partnership schools and also research aimed at the European dimension in education. New models oriented to improving the quality of the education for the 21st century
according to the White and Green Books of the European Commission – emphasising
the professionalization of teachers´ training – have been verified by action researches
at European universities over the last years. It has proved that the teacher´s professionality for primary school must rely on a range of competences, primarily on the ability
of reflection and critical thinking.
Keywords: action research, learning from experience, pre-concepts, critical
thinking, reflection, personal development, pedagogical skills, reflection skill, longitudinal research
Motto:
...Teaching as a professional role faces decisive change in the coming decades:
teachers and trainers become guides, mentors and mediators. Their role – and it is a crucially important one – is to help and support learners, who as far as possible, take charge
of their own learning. The capacity and the confidence to develop and practise open and
participatory teaching and learning methods should therefore become an essential professional skill for educators and trainers, in both formal and non-formal settings. Active
learning presupposes the motivation to learn, the capacity to exercise critical judgement
and the skill of knowing how to learn. The irreplaceable heart of the teaching role lies in
nurturing precisely these human capacities to create and use knowledge…
(A Memorandum on Lifelong Learning, Commission Staff Working Paper, 2000.)
39
The world is becoming increasingly complicated. Scientific knowledge appears
to be vital to the health of nature, society and an individual. This is why many educationally advanced countries are still more intensively concentrating on (natural) science
curriculum, on basic knowledge (skills, values), on the so called scientific literacy. Environmental literacy (formerly ecological literacy), eventually valeological (“health”)
literacy are considered to be the most important parts of scientific literacy.
New holistic view on nature and society, education and school leads to changes in the conception of learning and teaching, to the integration of basic curricula,
to changes of used forms and methods. Not only the professional approach, but also
achievements in the sphere of transforming education for the 21st century are expected
from teachers. Therefore the integrated teaching about nature and society in primary
education – as a presupposition of scientific literacy, is becoming an important subject
of interests and researches. If a teacher is to be a vehicle of changes in education, then
the research subject must be the teacher´s conception of teaching.
In this report we attempt to present and explain innovations in the training of student-teachers for environmental education, which have been verified for several years
in the project “Biology for Life and Health” at the Faculty of Education at Masaryk
University at Brno.
Constructivist didactics accents that a human learns only what he/she considers
to be personally meaningful, what fits to the project of his/her own identity.
Quot.: “Provided a pupil (student) perceives a certain theme as a part of his/her
world, as a means of strengthening his/her personality, he/she is able to devote himself/
herself to it very intensively, even for his/her whole life” (KALHOUST, OBST and col.,
p. 73, 2002).
Therefore the key words: health, nature, pupil-student-teacher, integration, pedagogical constructivism, active learning from experience and autoregulation of learning,
knowledge as experience from activities … have become a nucleus of curricula changes
in student-teachers´ training and a theoretical starting point of innovations. The project
“Biology for Life and Health” has been developed in long term by action research. The
core idea of the project is learning from experience:
If a teacher is to be an expert on learning and teaching,
he/she must have his/her knowledge base in experience!
In the project “Biology for Life and Health”, the model of transmisive teaching
at lectures is balanced by heuristic teaching at practicals and learning from experience in
terrain. The integration of psycho-didactics and so called alternative pedagogical practice in educational environment specific to the specialisation of a course is used in compulsory scientific practicals. Supplementing intermediary approach to a subject matter
with friendly approach seems to be a successful strategy for motivating student-teachers
to acquire knowledge base of teaching (experience) in their training.
It means that apart from the classical pedagogical work experience at schools,
student-teachers acquire also in scientific courses pedagogical experience in the form
of group seminar theses. They verify their results by the help of alternative practice
with pupils and their pedagogues in educational terrain. It is the “Dynamic Model of
40
Learning from Experience”, which is a part of the programme “Biology for Life and
Health” of the same name project (see JEDLIČKOVÁ, 2007).
We attempt to explain in what we see the principle and significance of integrated learning from experience as the environment for formation of environmental teacher’s conception of teaching on the base of case study about open teaching,
“Student Pedagogical Project of Integrated Learning on the Topic Soil”, which was
realised in the study programme Pedagogism for Primary Education in 2007. It is one
model of friendly approach to subject matter in the “Dynamic Model of Learning from
Experience”.
The report is divided into three parts according to the chronology of longitudinal research of the project. The first part describes fundamental problems in short,
raises fundamental questions, outlines theoretical starting points and depicts in the
form of key words the state of problems being solved. Because it has shown that the
situation is so complicated that it cannot be solved without the co-operation of a team
of specialists, the second part describes development and contribution of the cooperation. The third part describes a particular Student Pedagogical Project on the Topic
Soil, as a part of the programme “Biology for Life and Health” and the “Dynamic
Model of Learning from Experience”, including the results of a questionnaire, which
is used for the self-reflection of students and the self-reflection of the authors of the
project as well.
What are the theoretical starting points of innovations in the
student-teachers´ training for the 21st century?
Key words, key questions of the project “Biology for Life and Health”:
Various alternatives and innovations based on long-time experience abroad
are permeating into our education (White Book of the European Commission, 1995,
DELORS, 1996, Recommendation on key competences for lifelong learning, 2006, etc.
see NEZVALOVÁ, 2006). They inspired the law-makers in creating new education law.
The status of school as an institution is changing; the inner life of school should change
(White Book, 2001, RVP ZV, 2004….).
A teacher-professional is defined in Europe as an expert on learning and teaching
whose “professional knowledge” forms the base of his/her practical activities – decision
making processes, action and its reflection (SPILKOVÁ and col., 2004).
The realisation of curriculum by the intermediary approach to subject matter
appears to be already little effective for healthy life of an individual in 21st century society. Open teaching is necessary for the requirements of lifelong learning
(Memorandum, 2006).
Teachers face the task of changing their view on pupils (student-teachers).
It should be the aim of teacher’s effort to help learners reconstruct contents of
scientific knowledge on the base of creation of relationship between the knowledge of
a relevant scientific field, interdisciplinary knowledge and the world of an individual´s
daily experience (JELEMENSKÁ, SANDER, KATTMANN, 2003). A change in the
conception of teaching výuky-classwork is necessary.
41
What is the role of social constructivism in the new conception
of teaching?
Quot.: “Social constructivism is a way of thinking or deliberation about cognition on the principle of critical thinking, which can be helpful in creating models of
learning, teaching and curricila materials for the new conception of education (KALHOUST, OBST and col., p. 73, 2002). Pedagogical constructuvism has become the nucleus of innovations in teaching. Student-teacher cognizes, acquire and judge pieces of
knowledge as social constructs on the base of his/her experience.
A learner is not the one who does not know anything and comes to schooll in
order to learn everythink from teachers any longer. A pupil (student-teacher) is an inteligent being with certain knowledge. These do not necessarily need to corespond to
scientific knowledge – naïve theories – pre-concepts or mis-concepts. And these should
be verified, amended or re-constructed by activities at school with the help of a teacher
and a group of schoolmates. The conception of learning and teaching is changing.
What do we understand under the term contemporary conception of teaching?
It is generally understood under the contemporary term teaching and learning,
as Kurelová and col. do (2007):
Classwork is a complex process, which consists of the unity of teaching as a managing activity of a teacher (lecturer, tutor etc.) and learning as an active action of a pupil (student, learner, participant of studies, further see pupil). A teacher´s function is to
manage and a pupil´s is to be lead, managed in this process. A teacher is able to manage
only when he/she controls continuously whether and how pupils learn. Such control is
enabled by a sufficient flow of so called feedback infromation from a learner. Classwork
according to Byčkovský means a mutual interaction of educating subjects (teachers) and
subjects who are educated (pupils, students) within the frame of organized education.
Mutual interaction is realised by the activity of a teacher – teaching and activities of
pupils – learning. Changes in personality of a pupil are the results of classwork.
The process of teaching (classwork) can be understood as special dynamic human contact between a teacher and a pupil that occurs in class and in the time of school
attendance. Mutual relationships between a teacher and pupils produce certain kinds of
activities. Mutual working and joint action lead to the fact that their actors begin to be
aware of other people and of themselves; mutual relationships begin to be clearer. Mutual working and joint action enable a teacher and pupils to get to know one another better, to get to know themselves, to discover mutual relationships, to form one another.
If we want to prefere in social contact the very humah relationship of a teacher
and pupils under the conditions of claswork, than we must regard elements of didactic
system, i.e. aims, content (subject matter), methods, organizing forms and material
didactic means as a spectrum through which this human relationship is realised.
It shows that there is a need to build classwork on the creation of good relationships towards pupils, which would bear ever-present teacher’s respect for each pupil
as a unique human being. Such relationships would stimulate balanced individual and
42
social development. Development balanced from the perspective of rational, emotional
and volitional stimuli in the environment of independent and free action of pupils, which
must also lead to individual responsibility.
A teacher should be prepared for lifelong, continually open reflection from pupils and for permanent self-reflection in teacher’s role, which he/she practise inwardly
so as the relationships between a teacher and pupils would not go into extremes. A pupilstudent-teacher should gradually become a subject of his/her own self-development
under such professional guidence. This is the way of assuring scientific literacy.
During the innovation of environmental education – the creation of curricula
for integrated teaching about nature and society, we raise these questions in the study
programme of student-teachers:
How should we cultivate professional knowledge (SHULMAN, 1986) as
knowledge base of teaching, as an instrument for deeper understanding, consideration and solving of practical problems and real situations, as a starting point for own
presentation and argumantation of environmental teacher’s conception of teaching
for education in the 21st century?
In the project “Biology for life and Health” constructivist didactics has been
establishing itself besides the traditional conception of didactics, which proposes construction or more precisely re-construction of student-teacher’s conception of teaching.
That is the development of active action learning and also teaching. It is the aim of the
project to acquire explicit and implicit knowledge by the help of learning from experience, to cultivate the ability of self-reflection up to the autoregulation of learning, later
of teaching.
Quot.: “The best outer management of pupil´s learning is the one that gradually
eliminates itself to the benefit of autoregulation” (Kulič 1992 in ČÁP, MAREŠ, p. 519,
2001). It is the teaching supporting autoregulation - that is the capacity of self-reflective
practice in learning and teaching.
What could be the role of having the knowledge
of pre-concepts in teaching and learning?
Construstivist theories of learning (e.g. ČÁP, MAREŠ, 2001 etc.) mention these
situations:
1. Teacher ignores pre-concepts of pupils (students) in teaching:
Older layers of knowledge are covered by new ones in the mind of a learner
and knowledge is piled up in separate layers, under which the original core
of concepts (naïve theories) remains. A pupil (student-teacher) can verbally
reproduce new information for certain time, but if they do not actively (in action) interfere wih the original structure of concept, everlasting understanding
– formation of experinece, hardly occurs. After some time the information is
forgotten and it does not lead to desirable process of learning. Interconnected
knowledge – acquaintance with something in action – experience - is not constructed. It is the problem of superficial approach to learning.
2. Teacher uses pre-concepts of pupils (students) in teaching:
Teachers lead pupils (student-teachers) to actively reconstruct, preferably in
43
interaction with other learners, their original concepts. So conceived teaching
strives to evoke certain unbalance between what a pupil (student-teacher) knows
and what he/she cognizes; to invoke a problem between existing concept and
new information. In order to solve the discrepancy, the pupil (student) constructs
new solution. Thus the learning with understanding = learning from experience
occurs through action.
Construstivist approach emphasises the active role of a pupil (student-teacher)
who constructs meanings of concepts by himself/herself through action in accordance with already created mental structures = active learning. Active learning is a base for
an in-depth approach to learning; one of the project´s aims. According to Phillips (1995)
basic roles of a learner in construstivist teaching are defined as follows:
A. Active role: knowledge and understanding require learner´s activity instead of pasive role of a receiver of pieces of knowledge.
B. Social role: pieces of knowledge are not built individually, but in a dialogue with others.
C. Creative role: knowledge and understanding is created and re-created
through action.
What do we understand under the term integration?
Quot. “Integrated teaching corresponds to schematic cognition of the world,
therefore facilitates the process of learning. Tuition can concentrate on relatively small
number of basic aims and pieces of knowledge” (LEPIL, p. 61, 2006).
Dissacord between rapidly increasing volume of new pieces of knowledge, their
practical applications and limited possibilities of school teaching is one of other current
basic problems of education (especially in the sphere of (natural) scientific fields). That
is why didactics of (natural) science courses and also school practice search the ways to
bridge the discrepancy. Various approaches to the selection of subject matter, its organization into didactic scheme and to the choice of methods of transferring new knowledge
in teaching are exercised. More and more frequently innovations exceed the framework
of particular courses and head to the widely conceived teaching of (natural) science. In
so happening, further relations to dominant branches, mainly in the sphere of scince/
technical fields, e.g. modern technologies and other fields, adherent to contemporary
level of society cannot be precluded.
Ideas of integration and also first projects of integrated education in natural
sciences, which were based on the works of psychologist R. Gagné, originated in the
sixties of the 20th century and were appreciated in supranational world organizations.
ICSU (International Council of Scientific Unions) established unitary commission for
the teaching of natural sciences and similar department rised with UNESCO.
ICSU with the support of UNESCO held several conferences at which pivotal
conceptions of perspective integrated didactic systems were formulated. According to the
level of integration, the integration of science curricula can be classified as follows:
1. coordinated teaching
2. combined teaching
3. amalgamated, united teaching.
44
With the amalgamated, united teaching, which is promoted chiefly in primary education, the border between courses disappears and the teaching starts with
some general problem (e.g. the topic “Soil”). The topic is solved by all the natural
sciences and eventually other sciences together. This extreme case (sometimes termed »integration« in the narrow sense of the word) comes from the tradition of
Anglo-Saxon school.
As Bílek (2006) mentions: Integrated teaching could be conceived in various
modes. Process, thematic, applied science, environmental and patterns approaches are
distinguished.
A) Process Approach (approach from the perspective of scientific work processes) is based on the teaching of basic scientific work processes, beginning
with observation and classification and ending with experimentation, designing of experiments and data analysis. During these activities an individual
gets to know the basic information through his/her own exploration (about
nature and society) actively in action. He/she acquires new knowledge independently or with the help of a teacher or collegues = individual or group
(binate, peer….) learning. An important part of this approach is always
the analysis of results and procedures, reflection and confronation with an
acknowledged scientific process. Learner compares his/her processes with
scientific processes while using autoregulation or reflection with the help of
a specialist or a group. We talk about learning from mistake in the integrated
learning from experience. The stress is laied on the means and methods of
acquiring new knowledge.
B) Thematic Approach is often applied in the form of project teaching the effectiveness of which is assessed by the analysis of project´s outputs.
C) Applied Science Approach accentuates mainly (natural) scientific knowledge
in connection with human work. It classifies the knowledge according to manufacturing processes of industry in the area of the school, as a rule.
D) Environmental Approach assesses and classifies knowledge about nature form
the perspectives of human relationship towards the environment.
E) Patterns Approach combines the perspective of scientific work processes
and the perspective of conceptual structure. The constitutive starting point is
to understand scientific concepts and the concepts of pupils (pre-concepts) as
equivalent sources for the reconstruction of content structure. Pre-concepts are
never perceived as deceptive (mis-concepts) with respect to scientific concepts,
but they are understood as equivalent sources in construction of teaching. Didactic re-construction of these pre-concepts comes from the effort to create
meaningful teaching and a research into learning.
The patterns approach in combination with other approaches according to particular year-classes is a base of integrated teaching at the Faculty of Education at Masaryk
University in the programme “Biology for Life and Health”. During first and second
years the patterns approach is supported by the environmental approach. It is further
extended by applied science approach in the third year. So created approach is then
combined with the thematic approach in the fourth year.
45
What is the role of integrated (thematic) teaching (below ITT)
in the new conception of teaching?
It is a teaching strategy, which is based on the teaching of one topic from views
of several scientific disciplines. Integrated teaching units form in theory and also in
practice a contradiction to fractionalized teaching in isolated courses (SKALKOVÁ,
1999).
INTEGRATED TEACHING is sometimes mistaken for PROJECT TEACHING
and vice versa by pedagogical public. It differs in some substantial points: with project teaching the motivation should be inner, the topic should appear from the needs of
pupils, elected methods and forms could be changed in the course of the work on the
project. Attributes of integrated teaching:
the choice of topic is determined by a teacher according to the continuation
of curricula
region and its specialities should be used for teaching the topic
motivation is outer, elected by a teacher according to the age a interests of
learners
the choice of the forms from social perspective is upon a teacher; group and
collective teaching with frequent individual work is used most often
used methods should be of action character as much as possible and should
use various information sources (observation, manipulation with objects/products of nature, work with a textbook/encyclopedy/map/atlas/field guides/internet, experiment)
the choice of teaching tasks) is upon a teacher and connected to educational
targets of teaching; representation of various scientific disciplines (e.g. physics, chemistry, biology, geography, history) is imporatnt
summery of acquired knowledge accenting mutual connexions and the application of learned knowledge and skills for everyday life should occur at
the conclusion
Nevertheless, as is stated by Nezvalová and col. (2006), researches have showed
that practically the approach to integrated teaching in (natural) sciences in the Czech Republic is mostly purely instructive – characterised by dominant position of a teacher and
receptive pasivity of pupils (students). It is reflected in current worldwide comparative
researches on pupils´ (students´) knowledge.
Until 1995 (TIMSS 1995) the otputs of researches oriented to basic knowledge had
placed the results of (natural) scientific education of pupils (students) in the Czech Republic highly above an average. While the pillars of education in Europe (DELACROS,
1996) and also the conception of teaching have changed, the results of countries having incorporated critical thinking, integrated scientific appproach and construstivist
view at learning into their educational systems prove to be better than ours at present.
Researches are presently aimed, in spirit of the accepted reform of education (White
Book of the European Commisssion, 1995), at investigating abilities to use knowledge
practically, integrate it and use it correctly in decision making process (TIMSS 1999,
46
PISA 2003). The worsened results of Czech pupils (students) express that scientific
knowledge is acquired in teaching in a form that precludes its further application and
usage. Thus, in the comparison of scientific literacies (TIMSS 1995-1999) the Czech
pupils (students) have worsened in all parameters on an international scale. It showed
that they cannot use their knowledge in concrete situations, because they are not able to
recognize its relation to reality. They are not able to transpose their abstract knowledge
into a real situation (TIMSS, 2001). The second funadamental question of our project
emerges from that fact:
Are the student-teachers able to understand changes in the conception of education, to develop active learning and teaching, to use activising methods, if they are
educated mostly transmissively for their whole lives?
Field integrated teaching is one way (which current instructive pedagogical
practice uses) how to acquire active knowledge in integrated teaching by construstuvist
appproach. Classical teaching is in nature supplemented with teaching about selected
(natural) scientific problems. A pupil (student-teacher) realises integrated teaching in
concrete situations. He/she learns with an expert in groups on the principle of self-reflection and social constructivism in a terrain. We talk about situated and also authentic learning and model of open teaching. About a friendly, participative approach to
subject matter that helps to solve problems, results from a pupil´s (student-teacher´s)
developmental needs and target capacities that should be cultivated. At first a pupil
(student-teacher) connects new knowledge with his/her experiences, with his/her view
on the world. Art of a teacher-professional lies in anticipating a sequence of connections between pupil´s (student-teacher´s) original construction of reality and scientific
knowledge, which a student conceives as a state of expected disaccrord. He/she solves
and overcomes it by the way of trials and mistakes. We talk about an experiment – action learning from experience and from mistake.
A pupil (student-teacher) should not feel endangered in new environment. Mistake is not considered to be a reason for worse assessment, but as a source of new,
re-constructed experience. It is not the achievement of pupils (student-teachers), but the
change of their attitude leading to target competency what is assessed.
What is the state of quoted problems?
The longterm project “Biology for Life and Health”, aimed at innovations in the
education of teachers for scientific literacy, was prepared at specialised centre “Kejbaly”
at the Faculty of Education at Masaryk University at Brno in 1995 – 2000. Research instruments were verified in 2000 – 2002. The programme “Biology for Life and Health”
has been developing by action research since 2002. First students of the longitudionally
monitored programme succesfully terminated their studies in 2006/2007.
The department “Kejbaly”, which is today conceived as an educational centre
of integrated field teaching for sustainable development (below SD) and life (below
SL), is situated at the premises of new campus of Masaryk University. It is a part
of the Department of Biology of the Faculty of Education at Masaryk University at
Brno (http://www.ped.muni.cz/wbio/). This is where innovations based on pedago47
gical constructivism, integration and learning from experience started to be tested in
study programmes preparing teachers in terrain in 2002. Tasks of the project “Biology
for Life and Health” correspond with the outputs of research intent of the Faculty of
Education at Masaryk University – “School and Health For the 21st Century”. Pedagogical workers of the “Kejbaly”centre – authors of the project, are its researcher
(http://www.ped.muni.cz/z21/).
It shows that if we are to adjust educational system to the requirements of the
21st century global society on a worldwide scale as soon as possible, than the close cooperation of specialists at least at European level is necessary in order to meet the “Recommendation of the European Commission on Lifelong Learning” (2006). It is a type
of teaching realised through “communication of pedagogical network”: participants –
students and pedagogues (departments of biology, physics, chemistry, geography, history, pedagogy and psychology, didactists of the disciplines, lecturers from domestic
faculties and experts from abroad) solve together concrete educational situations and
various theoretical and practical problems during several semesters. Students are actively engaged in the research.
If the teaching according to the new conception of education is to be realised
mainly by activising methods, than their training with student-teachers is necessary for
scientific literacy.
Activising teaching cannot be only studied, it must be experienced!
That is why development of such experience is a part of the project; also in
integrated way, through a system of group seminar works. They are concentrated on
using activising methods, forms and strategies in teaching. They comprise the simplest
examples of situational learning when training practical activities at a garden up to a student project of integrated teaching in educational terrain. The entire system was named
“Dynamic Model of Learning from Experience” (JEDLIČKOVÁ, 2007).
Is the training of teachers for education in the 21st
century changing?
We suppose that student-teachers and also teachers (even in institutions educating
teachers) accustomed mostly to transmissive teaching /transmission of a sum of pieces
of knowledge and skills/ lack condition for acting in changed circumstances; they lack
the needed experience for teaching! This supposition is verified by above mentioned
researches (TIMSS, PISA) and also by results of our research on basic knowledge in the
project from years 2005 and 2006 (JEDLIČKOVÁ, TYMRÁKOVÁ, 2006).
As is mentioned by Bílek (2006): researches into the integration in (natural)
scientific fields are almost exclusively concentrated on cognitive element of students´
conceptions of phenomena – mainly on uncovering mis-concepts, that is wrong interpretations, conceptions or notions and on the possibilities of their change in desirable
direction. Therefore individual steps in constructing the entire project “Biology for Life
and Health”, its “Dynymic Model of Learning from Experience” and “Student Pedagogical Project” have been gradually presented and discussed with experts at a number of
conferences in the Czech Republic as well as abroad. (See JEDLIČKOVÁ, HRADILOVÁ, TYMRÁKOVÁ, 2000 - 2006).
48
A primary school teacher greatly influences individual´s scientific literacy.
The integration of (natural) scientific subjects is an obvious task of a teacher at this
stage of education and learning from experience is a condition for development of
child´s cognition. Grounding for active learnig is formed. Therefore the first phase
of our research in the project “Biolgy for Life and Health” is targeted at study programme for teachers for primary education, at the programme “Biology for Life and
Health”:
Innovations in study programme Pedagogism for Elementary Schools, study
field Pedagogism for the First Stage of Elementary School, have been developed and
tested in an action research for five years at the Faculty of Education at Masaryk University. The basic subject matter about nature and society is integrated in the newly
accredited programme.
In the course of the five years studies integrated lectures (integrated scientific
base = ISB) is supplemented with a training of active learning and heuristic teaching
in connected practicals. Knowledge (pices of knowledge, skills, values) marked as
basic by particular integrated fields is developed relatively separately at seminars in
the bachelor´s stage of studies. According to the needs of practice the preparation of
a teacher for education continues in an “integrated” mode in the master´s stage. That
means as a united teaching prepared in co-operation of five departments. Practicals
culminate in a “Student Pedagogical Project” and in a week integrated teaching in
Moravský kras. At field centre of the Faculty of Education of Masaryk University in
Jedovnice group teaching with experts in terrain is interconnected with peer learning
as a model.
Majority of “biological” practicals (title from the content of subject matter)
take place in nature, where biology cannot be separated from physics, chemistry,
geology, geography and even from history. Therefore the biological part of subject matter at practicals, predominantly at the specialised centre of environmental
education “Kejbaly”, is realised in “integrated” way and with didactics of particaped disciplines since the first semester. Group seminar theses verified in terrain
= learning from experience between student-teachers and pupils, and ended by
self-reflection – professional group analysis of results are the outputs of courses.
We talk about the “Dynamic model of learning from experience” in th eprogramme
“Biology for Life and Health” of the same name project (JEDLIČKOVÁ, HRADILOVÁ, 2004).
ISB practicals in the programme, conceived on constructivist principles, run
in mastery learning system adapted to higher education. Action teaching at practicals
is supported by e-learning on the principle of self-reflection. Nevertheless, the resulting acquiring of didactic knowledge from concerned disciplines (often implicit) in
seminar theses through students´ activities with pupils is percieved as learning from
mistake and training of self-reflection, usage of action research in pedagogical
process and self-perfection. Research and international co-operation in the project
“Biology for Life and Health” has been developing abroad as well, in Slovenia and
Slovakia (JEDLIČKOVÁ, HRADILOVÁ, 2007).
Akční teorie studenta o učení v přírodě is gradually developed in compulsory
and optional practicals of the programme “Biology for Life and Health”.
49
Is professional knowledge base formed by action teaching, active learning and
“Dynamic Model of Learning from Experience”?
– First year is started with the simplest model in which students process information – “Use of ICT for teaching”. They get to know with terrain with the help of
activising methods. They elaborate and assess theoretical preparations for their
e-learnig of ISB in the role of an observer and teacher´s assistant to be. At the
end of the year they present their own drafts of didactic instruments.
– In the second year, already as teachers´ assistants, students realise microoutputs in various roles at exhibition “Colourful autumn” and in a “Hra na školství
education” at a garden. Teaching is oriented to knowledge in terrain and trained
practical activities and run as so called alternative practice with pupils and their
pedagogues. In groups with pupils they test another seminar work “Tutorial”
in connection with courses of common basics, ISB and technical practicals, at
conclusion of the fourth semester. They test integrated thematic teaching together with experts in this model of learning from experience (designed by students of combined studies) in activising environment by the help of their own
or adjusted didactic instruments. Autoregulation is realised by videorecording
and lecturer´s help.
– In the third year, in the role of teacher´s assistant-manager, students prepare
exhibition “Colourful autumn”of their seminar works. It is attended by more
than 1.500 visitors every year. This is where learning from experience is in
progress again through alternative practice (group work with pupils and their
pedagogues). Ve specializaci skupiny realizují a analyzují vlastní výukový
program.
– In the fourth year, again in the form of group work (15-20 students in roles of
workers participating in education and of beginning researchers), they manage
demanding group integrated thematic or project teaching – “Student pedagogical project” at schools. They undergo a regional practical with peer learning at
the end of semester.
– Students engage in solving research project of the centre or realise so called
“clinical semester” at a partnership university abroad in the fifth year. The
mentioned outputs are verified in longitudinal research since 2002; by an international team at present (See works of JEDLIČKOVÁ, HRADILOVÁ, TYMRÁKOVÁ, 2000 – 2006).
What are present conditions of research of the presented
student project?
In the fourth year in winter semester students get to know, in connection with
a sphere Human and the World of Work and interdisciplinary themes, specificity of
educational area Human and his/her world in Framework educational programmes
and methods used when teaching this educational area in courses Didactics for ISB
and Practical of didactics for ISB 1. Above mentioned departmenst participate in the
teaching in an integrated way. Students elaborate individually three preparations for
50
classical teaching in their seminar theses one of which is realised during their pedagogical practice at primary school.
Spring semester is then devoted to “Student Pedagogical Project” within the
frame of compulsory course Practical for integrated scientific base 2. This where students try to answer the question: How should we teach a given topic to pupils of different ages at various types of schools environmentally with the help of integrated
(thematic) teaching in primary education?
Students of tull-time study mode prepare and realise an elected topic (Water
2006, Soil 2007), proposed to them by particular departments, at various types of
primary schools in the course of entire semester. Then they analyse the teaching and
present the results of the group seminar thesis at student conferences and in Information System of Masaryk University.
Students of combined study mode prepare integrated teaching for pupils of
different ages, based on themes offered to them by particular departments, in smaller
groups because of time reasons; preparations are presented and analysed at concluding meeting. Verification of the integrated thematic teaching (below ITT) in their
own practice is optional.
“Student Pedagogical Project” was experimentally realised at the Faculty of
Education at Masaryk University at Brno for the first time as a part of the “Dynamic Model of Learnig from Experience” in 2006 (JEDLIČKOVÁ, TYMRÁKOVÁ,
2007). It is the output of the integration of teaching about nature and society in all
the dimensions of the term integration. It represents the realisation of theoretic integrated technical part of student-teachers´ preparation (see integrated scientific base
– ISB) in teaching at various types of schools.
Student-teachers use strategy of ITT on a given topic in the form of group
seminar theses while teaching at schools with the integration of pupils. Students
work in large groups while preparing and realising the teaching. Each pair of students
performs a certain role in the group – methodists (prepare introduction and conclusion of teaching, including research of pre-concepts and effectiveness of teaching),
specialists of study fields, managers, documentarists and inspectors. The following
types of schools were selected for acquiring experience in the project: middle-sized
city school (community school at housing estate), small-sized village school, sport
schooll with programme Healthy school, international school (teaching in English),
school with majority of pupils of Romany origin, classical school, but with an integrated teaching at first grade, waldorf school.
In groups all students of a year-class (cca 100) and all departments engaged
in integrated teaching about nature and society participate in one student project
on activising integrated teaching at various types of schools with integrated pupils
in the course of a semester. Therefore it can be said that a year-class student pedagogical project represents also the integration of higher education (ITT on a given
topic), students´ seminar theses and an alternative form of pedagogical pactice (ITT
at schools).
51
What are students´ opinions on the new conception of integrated teaching at the Faculty of Education of Masaryk
University at Brno?
Questionnaire: Answers of students if the fourth year NŠ – study mode: fulltime: combined:
1) I MET integrated conception of teaching (one topic viewed from perspectives of
different disciplines):
a) for the first time................................... 14 students
b) have only heard of it ........................... 38 students
c) have tried it practically ....................... 15 students
d) include it regularly in my teaching ..... 0 student
20,9 %
56,7 %
22,4 %
0%
8 students 12,3, %
21 students 32,2 %
35 students 54,0 %
1 student
1,5 %
2) I consider INTEGRATED TEACHING ON A GIVEN TOPIC TO BE …
a) suitable ................................................ 67 students 100 % 65 students 100 %
b) unsuitable ............................................ 0 student
0 % 0 student
0%
because... – it connects pieces of knowledge of particular subjects, pupils become
aware of integrity and connexions, interconnection of the world, – it enables pupils to gain moreinformation about a topic, they work with interesting aids, – it is better in motivating pupils, all pupils are active, they
co-operate in groups, – it is more effective, pupils understand a topic in
a better way, they assume a topic in a better way – it creates a positive
relation to nature,
3) I would … the INCLUSION of ITT into the courses of educational area Human
and his/her world.
a) recommend.......................................... 67 students 100 % 65 students 100 %
b) not recommned ................................... 0 student
0 % 0 student
0%
because... – teaching is more interesting, motivatite, – interconnects pieces of knowledge,
– does not develop encyclopedical knowledge, but develops understanding
and connexions,– teaches to work with different sources of information, –
develops co-operation among pupils – complex development of knowledge
and skills, – develops the entire personality of a pupil – develops key competences
4) Topic “SOIL” is for integrated teaching in my opinion …
a) suitable ................................................ 66 students 98,5 % 65 students 100 %
because... – soil is close to pupils all around us, – it touches all disciplines, pupils are not
aware of its importance, – topic is neglected, – it is a fundamental condition
of life, – possibility to research, experiment
b) unsuitable ............................................ 1 student
1,5 % 0 student
0%
because... – it is difficult to find activitie for it
52
5) Own PREPARATION of integrated teaching on a given topic is in my opinion…
a) too demanding..................................... 1 studen
1,5 % 1 student
1,5 %
because... - it is too demanding
b) demanding, but feasible ...................... 64 students 95,5 % 62 students 95,5 %
because... – time consuming preparation, aims of teaching must be pracisely clarified,
it must be well prepared to make sense, – organizational aspects are needed to be well thought out, all aids need not be available, – demanding on
technical knowledge, – I must choose from lots of information, - it reqires
co-operation with collegues,
c) feasible ................................................ 2 students
3%
2 students
3%
because... – but time consuming
d) facile ................................................... 0 student
0%
0 student
0%
6) Own REALISATION of integrated teaching on a given topic is in my opinion…
a) too demanding..................................... 1 student
1,5 % 0 student
0%
b) demanding, but feasible ...................... 42 students 62,7 % 36 students 55,4 %
because... – it needs to be prepared, then it works, - pupils must get accustomed to new
appoach at first, – we struggle against the lack of time, space and equipment, – other teachers get involved in realisation, – pupils´parents and siblings can get involved
c) Feasible ............................................... 23 students 34,3 % 28 students 43,1 %
because... – I can involve other teachers in realisation, eventually pupils, – it involves
all pupils, – it is prepared precisely for the needs of my pupils, – activities
are attractive for pupils, – it is grounded by good preparation, – it is less
demanding than the preparation,
d) facile ................................................... 1 student
1,5 % 2 students
3%
because... – provided it is properly thought out and prepared
7) I would … in integrated teaching in my own pedagogical practice (more than
one question possible!!!!).
a) never embark....................................... 0 student
0%
0 student
0%
b) embark by myself ............................... 40 student
59,7 % 22 students 33,8 %
c) embark with the help of my collegues
teaching the same year-class ............... 56 students 83,6 % 42 students 64,6 %
d) embark with the help of my collegues
teaching at the first stage ..................... 37 students 55,2 % 40 students 61,5 %
e) embark with the help of collegues
from the whole schoo .......................... 27 students 40,3 % 41 students 63,1 %
8) I consider it suitable to… integrated teaching on a given topic (more than one
answer possible!!!!).
Answered only by students of combined study mode
a) conceive and prepare by myself precisely
53
according to the needs of my pupils ..............................................23 students 35,4 %
b) adjust in accordance with appropriate methodical materials according to the needs of
my pupils ...................................................................................60 students 92,3 %
c) teach precisely according to appropriate
methodical materials .................................................................. 2 students
3%
d) to invite specialists in school who would prepare and teach programme according to
the needs of pupils .....................................................................15 students 23,1 %
e) to visit an alterantive educational institution with my pupils, where a standard programme on a given topic would be taught to my pupils ............37 students 56,9 %
Conclusion
We see the source of new conception of teaching for assuring scientific literacy
in the system of active integrated situational learning about nature and society; in nature and through activating methods in study programme of student-teachers. We try to
create space for individualized teaching by friendly approach to subject matter. With
the support of team co-operation of specialists form integrated departments, including
foreign partners, by the way of learning from experience and peer learning experience
base of teaching should be generated. We suppose on the base of new understanding of
the concept of teaching that by means of especially lead situational peer learning, realised in cooperation with a didactist, the development of experience occurs. These are
conceived as a ground for creation of competences for lifelong education and pedagogical competences important for development of a teacher-professional. We perceived the
process as a presupposition, a first grade, for the professionalisation of teachers required
by society. The Programme “Biology for Life and Health”, of which the “Dynamic Model of Learning from Experience” is a part, aims by the help of learning from experience
to improve the quality of teaching, increase professional skills of student-teachers, change students´ attitudes to the profession of a teacher and mainly develope positively the
attitudes to the protection of nature and to human health as well as to health of society.
ZKUŠENOSTNÍ UČENÍ A ZNALOSTNÍ
ZÁKLAD VYUČOVÁNÍ
Studentský pedagogický projekt ve vzdělávání učitelů primární školy
Akční výzkum a testování výukových modelů
Abstrakt: Případová studie prezentuje část výzkumu, zabývající se implementací zkušenostního učení jako základu znalostní báze učitelů v integrovaném didaktickém přírodovědném kurzu ve studijním programu Učitelství pro primární vzděláváni.
Je součástí projektu „Biologie pro život a zdraví“, který umožňuje získávání zkušeností
a osobnostní rozvoj studentů i pedagogů na partnerských školách, ale také výzkum,
zaměřený na evropskou dimenzi ve vzdělávání. V průběhu posledních let jsou akčními
výzkumy na univerzitách v Evropě ověřovány nové modely, orientované na zkvalitnění
vzdělávání pro 21. století dle Bílé a Zelené knihy, kde se klade důraz na profesionalizaci
54
přípravy učitelů. Ukazuje se, že profesionalita učitele pro primární školu se musí opírat
o řadu kompetencí, zejména o schopnost reflexe a kritického myšlení.
Klíčová slova: akční výzkum, zkušenostní učení, prekoncepty, kritické myšlení, reflexe, osobnostní rozvoj, učitelské dovednosti, dovednost reflexe, longitudinální
výzkum
55
School and Health 21, 2010, Health Education: Contexts and Inspiration
EUROPEAN DIMENSION IN EDUCATION
OF PRIMARY SCHOOL TEACHERS
Helena JEDLIČKOVÁ, Barbara BAJD, Lenka OGOREVC HRADILOVÁ
Learning from Experience and Reflection as Starting Point of
Teachers Work
Action Research and Testing of Teaching Models
Abstract: Europe as a space without economical borders presupposes also a union
without barriers in culture and education. Apart from enabling to acquire experience and
personal development of students and teachers at partner schools, the programs, witch
support academic mobility, e.g. CEPUS and SOCRATES-ERASMUS, enable secondarily
research orientated to European dimension in education, as well. During recent years,
new models of improving of education for the 21st century according to the White Book and
the Green Books of the European Commission, witch emphasise the professionalization of
teachers’ training, are being verified at universities in Europe. It proves that professionality of primary school teachers should be based on several competences, especially on the
ability of reflection and critical thinking. These problems are also topics of the collective
research realised at the Department of Chemistry, Biology and Home Economy and at the
Department of Primary Teacher Training of the Faculty of Education at the University of
Ljubljana, Slovenia and at the Department of Biology at the Faculty of Education at the
Masaryk University in Brno, the Czech Republic. Students and lecturers at both departments participate in the programme „Biology for life and health”.
Keywords: project “Biology for life and health”, meaningful teaching, action
research, pedagogical constructivism, pre-concept, critical thinking, contemporary
conception of reflection and self-reflection, learning from experience, pedagogical skills
and experience, longitudinal research.
Motto:
„Research and innovations is the core of improvement of teaching and learning.
The role of teachers is central in this process. Because of that, they need to master
professional practise based on creating, conveying and using of new information regarding their work. Their selection, training and professional development of teachers play
a crucial role…” in education for the 21st century
(OECD, 2001).
57
In a connection with an increasing number of global problems it can be heard about
the crisis of Euroamerican society and the crisis of education. In a reaction the White Book
of the European Commission defining the requirement for necessary change in a conception of education was published by the European Union in 1995. “THE TEACHER” is
specified as the fundamental element of the paradigmatical change (DELORS, 1996).
At present we are asking many questions without answers, too. National empirical experience from teaching at universities has been insufficient. Because of that, we
really appreciate international co-operation, research and study programs. In the full
extent we have also begun taking advance of possibilities of international contacts in the
EU. With the help of action research and on the base of foreign experience we have been
improving education in the way of the project “Biology for life and health”.
The aim of this case study is to contribute to the discussion by the form of questions and answers. We are trying to outline some ways of the project innovations – ways
concentrated on ensuring teachers’ (students’) natural science literacy and also training
of teachers-expert for environmental education at primary schools. Our article is divided
into three parts, based on time line of our longitudinal research. The first part describes
in short essential problems, asks fundamental questions, outlines theoretical background
and describes, by the form of key words, contemporary situation in the analysed field.
As it became evident that our tasks were so serious and complex that it was impossible
to complete them without assistance with the foreign partners, the second part describes
way of the development and contributions of international co-operation.
In the third part we introduce partial results and conclusions of our international
research. We present the self-constructed survey, which has been tested at foreign didactical conferences and in practice. This survey has been used for finding out students’
perception of basic curricula for the longitudinal research in the project “Biology for
life and health”. A didactical test is the part of the survey, as well. Results of the test
from the beginning of studies (the beginning of the bachelors programmes) have been
getting compared as the pre-concepts of students of secondary schools interdisciplinary
and since 2006 at the international level, too. A special questionnaire has been used as
a control instrument for observing the changes. The mentioned results have been compared with results from the beginning of the fourth year of studies (the beginning of the
masters programmes), when the students are meant to repeat the test. The questionnaire
should serve as an autoregulation test simultaneously. It is used as an instrument for the
training of active meaningful teaching of respondents at the beginning of university
studies and also for self-reflection in the didactics of their discipline, as the verifying test
of the absolute performance. Lectors in the project “Biology for life and health” have
been using the results and the conclusions for preparation of flexible-open conception of
teaching in the action research, as well.
What changes in the conception of education for the 21st
century should the teachers’ university training react to?
(Keywords of the project “Biology for life and health”)
Global problems of the world and crisis in education call for the change of attitudes of the whole society as soon as possible (the White Book and the Green Books of
58
the European Commission), because: …”a human is becoming the victim of his own illusory successfulness, doing so among the society of performance and prosperity, which
he created. Problems of humankind stands against goal-directed ‘material wellness’…”
(HORKÁ, p 9, 2000).
Education for the sustainable development of the society, the sustainable life
and health has become the fundamental philosophy for the 21st century and of the
new curricular documents. Thus, it should be a basis for the changes in particular
pedagogical practice.
The multidimensional development of personality is still the aim of education (see the Universal Declaration of Human Rights). But the preference of attitudes,
values and development of independent critical thinking and fundamental competences (leading to optimal decision-making about behaviour in life situations) has
been emphasised explicitly, instead of acquiring a sum of pieces of knowledge and
simple information (HORKÁ, 2000).
Innovations and new alternatives based on aged and deep experience from
abroad have enriched the education system. They also inspired lawmakers in the
preparation of the new Education Act. See the White Book of the European Commission, 1995, DELORS, 1996, the Common European Framework – Key Competences for Lifelong Learning, 2006, NEZVALOVÁ, 2006…etc.
The position of school as institution is changing so the inner life of school
should be changed as well. Supporters of situated learning even speak about the
second pedagogical revolution.
„The first revolution in education meant the beginning of the formal school
education: Children were taken from their natural environment and placed into institution – school. The second pedagogical revolution should mean that the formal
institution – school – will overcome its enclosed culture and open itself to complicated situational learning, which the human brain is accommodated to, and will
respect social and distributive character of cognition…”
School should co-operate with the closest „general community (family and
neighbourhood) and also with corporations which a young person should be introduced to – open education. Simultaneously, „School inside should be community,
which lives what it lectures and explains what it lives.” (KALHOUST, OBST and
col., p.169, 2002).
The conception of learning and teaching is changing; the pupils’ (students’)
conception of subject matter is being searched. Beside the traditional conception
of didactics, the constructivist didactics based on construction, or more precisely reconstruction of pupils‘ (students‘) knowledge is being promoted (MAREŠ,
OUHRABKA, 1992). What it is new is the definition of the content of education,
using of forms and modification of teaching methods. Society is demanding the professionalization of the teacher’s profession, i.e. the shift from a model of “minimal
competence” to a model of “wide open professionality” (SPILKOVÁ and col. p.
24, 2004).
It is necessary to view the program of transformation systemically – holistically, because the program is the consequence of the processes in progress not only
in the Czech Republic and in Europe but also all over the world.
59
What is the contemporary situation in the analysed field?
At the beginning of 21st century we conceptualise education as a system.(DELORS,1996). We know “WHY”, so we are asking other questions: “Whom, what, when,
where, with what aim” should we learn or teach to achieve an advancement of pupils’
natural sciences literacy in primary education? What do we understand under the term
“the natural sciences literacy” in Europe? What should be the ideal abilities of a teacher who cultivates environmental (formerly ecological) literacy at primary school?
How should we integrate curriculum, learning and teaching about nature and society
for the natural sciences literacy in the training of teachers? How should we interconnect the processes of creating of knowledge, skills and values of students-teachers from
an integrated field with the processes of pedagogical knowledge cultivation to comply
with the European concept of the teacher as the reflective practitioner? And therefore,
how should we integrally cultivate professional knowledge (SHULMAN, 1986) as
the knowledge base of teaching, as an instrument for the deeper understanding,
comprehension and solution to practical problems and real situations, as a base
for self-presentation and for argumentation of teachers’ conception of teaching?
The theory that professional knowledge creating the base for practical activities (decision processes, action and its reflection) of a teacher has been accepted as the
basic character of the teacher-professional (an expert for learning and teaching) in
Europe (SPILKOVÁ and col., 2004). Because of that, it is necessary to ask alternate
questions, due to the creation of the new curriculum of integrated teaching: What are the
sources of teachers’ pedagogical activity? What relationship is between teachers’ explicit (external) and implicit (internal) actions? What is the base of these both activities?
What are the pre-concepts of field-based basic knowledge (integrated for learning about nature and society) of secondary schools graduates? And therefore, is it
possible to take advantage of secondary schools graduates’ knowledge base or is it
necessary to transform it to new logical system, needed for pupils’ teaching in primary
education? Are the students-teachers able to use basic scientific methods, experiments
and arguments from scientific debates in their decision making? What are the typical
teaching styles and the teaching conceptions of students-teachers?
We suppose that the way to the natural sciences literacy (including the environmental literacy) is in improving of critical thinking ability, cultivating of action
situation-based learning with comprehension, learning in nature, responsible using
of info-communication technology by pupils (students), professionality of a teacher
and teachers’ determination to humanise the teaching. By the help of the project “Biology for life and health”, in a way of the action research, by means of learning from
experience and in co-operation with foreign colleagues, we have been trying to answer
these questions.
The conclusions of the United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro, 1992 provided us with many inspirations to our
project. Further the researches about function of brain in the process of learning; the
evolution biology, the systemic approach and the theory of pedagogical constructivism
were useful. But it was the Model of the Integrated Thematic Teaching (below ITT) that
has become the primary example for the innovations (KOVALIKOVÁ, 1995).
60
At the beginning of the 21st century new university centres have been created
in European countries. New programmes of students’ and teachers’ mobility have been
presented; European states have created the common framework for education and research (DELORS, 1996, TEMPUS….). At Masaryk University in Brno, where 40 000
students should be studying in 2008, we have been building field centres for research
and integrated education beside a new campus. In 1994 “Kejbaly” centre became one of
the centres. It was later conceived as “Field Centre for Training and Education for Sustainable Development and Life (below SDL)” called “Educational centre for SDL”.
This is where the project “Biology for life and health” began to be realised (JEDLIČKOVÁ, 2004). Material conditions for integrated field teaching together with a draft
programme were built there in 1998 - 2000 with the help of development grants. A multimedial classroom with a computer network functioning simultaneously as a reading
room, study room for scientifically working students and the centre’s staff and sanitary
facility was built for studying and necessary using of information and communications technology (below ICT) in the environment of a model botanical “biotope garden”
(JEDLIČKOVÁ, 2000).
In the project “Biology for life and health” the programme “Biology for life” was
drafted and experimentally realised by a collective team at the “Kejbaly”, which was
extended to further dimensions under the auspices of the research intent “School and
health 21“ of the Faculty of Education at Masaryk University and called “Biology for
life and health” (JEDLIČKOVÁ, HRADILOVÁ, 2004). The research instruments were
tested in the years 2001 and 2002.
When do we speak about co-operation in education for the
integrated Europe?
The Department of Biology, the “Kejbaly” centre and the Department of Chemistry, Biology and Home Economy have been participating in solving a range of research and
grant tasks in co-operation with departments of other universities in the Czech Republic
and abroad. Very progressive relationships have been established in a number of countries
in connection with academic mobility supported by EU programmes, e.g. CEPUS and
SOCRATES. Doc. Matyášek from the Department of Biology at the Faculty of Education,
Masaryk University in Brno is a co-ordinator of more than ten universities. The programme ERASMUS, which the Department of Biology has been participating in from its very
beginning, has enabled acquirement of experience and personal development of students
and pedagogues at partner schools in a number of European Union countries. It has secondarily enabled preparation of the above-mentioned research aimed at European dimension
in education in connection with student and academic staff mobility.
A close co-operation with a Prof. Verčkovnik´s team was established in 2002
through the CEPUS programme at the Department of Didactics of Biology at the Faculty of Biotechnology (below FBT), University of Ljubljana, Slovenia. The co-operation
with Prof. Verčkovnik has substantially influenced the development of the project by
the method of action research. The lecturing visit of her at the “Kejbaly” centre and
consequential exchange visits and interships of the authors have enabled to incorporate
a range of methods, techniques and strategies of active student’s learning in the phases
61
of evocation – realisation of the meaning of one’s learning and reflection. Critical and
creative thinking and autoreflective learning became the base for active student’s learning at he “Kejbaly” centre. Since 2003 a team under the leadership of Dr. Jelka Strgar
from the Department of Didactics of Biology has been participating in the project. It is
particularly orientated to learning from experience, field practices preparation, optional
practices aimed at zoophobias and study visits of foreign students in Slovenia. This
close co-operation has already begun a necessary part of the tested project “Biology for
life and health” – members of the Department of Didactics of Biology FBT have been
conducting lecturers and practices at Brno. Mgr. Ogorvec-Hradilová became a co-ordinator and student’s counsellor in Slovenia and the Czech Republic.
In 2004 Members of the Department of Primary Teacher Training at the Faculty
of Education under the leadership of Doc. Darja Skribe-Dimec showed interest in the
project in connection with our regular teaching at the FBT at University of Ljubljana.
Thanks to the co-operation, annual exchange visits and personal concern for the project
we have been recently solving together mainly questions of curricula didactic analysis
for interdisciplinary integration. Doc. Maja Umek and Doc. Darja Skribe-Dimec are engaged in these problems in primary education. Apart from other things both departments
participate in assessing results of introduction of new activating methods and didactical
instruments into teaching and in providing assistance for students abroad.
With support of ERASMUS programme co-operation with Prof. Gaper´s (the
Department of Biology) and Doc. Vencálková´s (the Department of Ecology and Environmental Education) teams was established in 2005. Both are from the Faculty of
Natural Sciences at Matej Bel University in Banska Bystrica, Slovakia. Slovak students
realise annual field practices in environmental science at the “Kejbaly” centre. The cooperation has been further developing chiefly in the sphere of open education – the use
of field centres, museums, environmental centres of ecological education and zoological
gardens in primary education.
In 2001 a close co-operation was established with “Group for Environmental and
Science Education” under the leadership of Dr. Majda Naji – the National Education
Institute EU, Regional Unit Maribor, Slovenia. The authors of the project “Biology for
life and health became environmental education lecturers.
Annual interships of specialists are realised in ERASMUS programme.
They enable not only to study and lecture at partner universities in the European
Union but also to discuss the curricula of partner branches. Thus the above-mentioned partners have been actively participating so far in innovations of curricula
according to the European dimension in education.
Since 2005 a common research has been prepared at the above-mentioned
departments. It is aimed at the development of primary environmental education with
help of constructivist approach to learning and teaching. Results and experience from
the project “Biology for life and health”, which have been discussed at a number of
international conferences (JEDLIČKOVÁ, HRADILOVÁ, TYMRÁKOVÁ, 2000 –
2006), have been accepted as basic groundwork for a research being prepared and they
have been verified for particular countries.
62
Valuable consultation to the project, study of materials and methodics for occasions of their institutes were realised at the “Kejbaly” centre at the Faculty of Education
MU in Brno by:
– Dr. Jelka Strgar a col., the Biotechnical Faculty of University of Ljubljana,
Slovenia (2004, 2005, 2006)
– Doc. Darja Skribe-Dimec and Doc. Maja Umec, the Faculty of Education at
the University of Ljubljana, Slovenia (2005, 2006) and Dr. Marjanca Kos (the
same institution, 2006)
– Prof. Jan Gaper a col., the Faculty of Natural Sciences at the Matej Bel University in Banska Bystrica, Slovakia (2005)
– Dr. Eva Uhliarová (2005, 2006) and Dr. Elena Martincová (2006) (the same
institution)
The workshops with Prof. Barbara Bajd, which were proceeded at the “Kejbaly”centre (2007) and in Slovenia in 2005, 2006 and 2007, were also important for the
development of the project. The first part of the research is concentrated on the study
programme Pedagogism for primary education. Because of that, it was decided to realise the verification study abroad, at the Department of Chemistry, Biology and Home
Economy of Faculty of Education at University of Ljubljana, Slovenia.
Has the teacher’s preparation for education in the 21st century
been improving?
With the help of several higher education institutions’ development grants a working group engaged in the integration of basic curricula was created. A new integrated
learning model about nature and society called “Integrated scientific base” (below ISB)
was conceived by interconnecting biology, physics, chemistry, geography, history and
pedagogy. The basic curricula were exchanged by the strategy of multidimensional view
on the development of interaction between nature and society. The method of lectures
and discussions was used by a means of branch experts. It is not the task of ISB to offer
a certain sum of knowledge to be possessed by a student-teacher but to develop the ability of thinking specific to particular branches. The aim is a teacher being able to think
about natural phenomena in deeper even global context. It has proved that secondary
school graduates in the Czech Republic have not been able to accept such demanding
type of higher education for the time being. The problem of the curricula integration
has not been solved so far. The less time a study programme limits to the integrated
scientific base, the more complicated the problem is. The original draft syllabus and the
content of curricula of the ISB model is being revised by a collective team of specialists
at present.
As we believe that style of thinking cannot be transmitted, the ISB model in the
project “Biology for life and health” at the “Kejbaly” centre is balanced by heuristic
and research education in nature. The programme “Biology for life and health” is then
conceived as a model of learning from experience and open integrated teaching.
Students are lead to the autoreflecting learning based on the principle of Bloom’s mastery learning system. The basic curriculum is either mastered by a student or
not. The education is supported by self-reflective e-learning through the information
63
system of Masaryk University and alternate practice of students with pupils in educational terrain.
The e-learning offers the students not only study materials but also tests “Test
yourself” so as to be prepared for compulsory seminars. This is where in the form of
group work it is possible for a student to learn according his/her individual needs. For
reaching their goals the students may use the possibility of choosing optional courses
or self-study leading up to the environmental specialisation at the centre. We are pleased that at the present time up to 60% of the students has been taking advantage of the
possibility, especially those from combined mode of studies. The teaching was assessed
as demanding but meaningful in a Masaryk University’s questionnaire. The required
targets were achieved by students in various time intervals (98%), which correspond to
the principles of mastery learning. According to our informal observation, it is possible
to find superficial approach to the subject matter (may be a habitude from secondary
schools?) with a large proportion of full-time students in all our combinations at the
beginning of their studies. It is difficult for them to view nature and society holistically,
mostly because of their shortage of internalised concepts. Self-reflective active learning
is surprisingly new for them. These problems surely deserve our attention, yet it is not
systematically researched at the present time. Research is nowadays concentrated on
testing the environment and teaching for the development of the programme in co-ordination with finding out pre-concepts from the branch and with students’ pedagogical
experience.
According to answers from an entry questionnaire the large majority of full-time
students state no experience for the work with children - not even in the form of camps
or other after-school activities. If we use the theory of implicit experience then we can
by the help of research (analysis of a drawing of a natural sciences teacher) find very
naive theories – deformed by school even to mis-concepts – in the student’s self-conception as a teacher.
Basic the 1st thesis of the programme “Biology for life and health”:
You cannot teach about nature without nature and about children without
children!
If the change of a student-teacher’s conception of teaching (i.e. personal development of a teacher) is the aim of teaching for the needs of education in the 21st century,
than highly specialised and often long-time intervention is necessary for the re-formulation of the content of the term “conception of teaching” per se, if a student-teacher
is to understand the subject matter and profession. From their first year at university,
students are motivated for a role of environmentally thinking teacher. There is psychodidactic subject matter analysis being used at the centre. We believe that conceptions and
skill training from the sphere of didactic must be kept improving since the first semester
together with the learning about nature and society and in balance with social sciences
curricula. This approach has been greatly appreciated by students (especially by students of combined mode of studies – survey, essay analysis 2003-2006). This is why a
system of group seminar thesis, learning from experience named “Dynamic model of
learning from experience” (JEDLIČKOVÁ, 2007), which is realised by students in 1st
– 8th semester, set in the entire program “Biology for life and health”.
64
Except for the 1st semester, when students are getting accustomed to educational atmosphere, subject matter, work with technology, methodics of learning and
work, verifying of seminar theses is realised in the form of alternative pedagogic field
practice with pupils in the rest of semesters. Students work in an assistant’s position in
the bachelor’s part of the programme while in the master’s part already in the position
of a specialised teacher. Group seminar theses are based on the principle of learning
with mistake, i.e. self-improvement with a help of group discussion and audio-visual
record analysis with a specialist. The technique of teaching is the same: preparation of
a seminar thesis in a group, presentation of the preparation – discussions in seminar lessons, consultations with a lecturer, realisation with students in educational field practise,
group autoreflection and audio-visual record analysis with lecturer, correction of the
preparation in writing and assessment of experiment – graphical form, credit.
2nd thesis of the programme: If teachers are to humanise teaching and realise with
help of activating methods they must have personal experience with such kind of
teaching.
This is why the “Dynamic model of learning from experience” is targeted on this
aspect. Each seminar thesis is oriented on the realisation of one activating method afterwards on the combination of more methods. Student will work up from simple microoutputs with pupils during a training of practical activities in a game about educational
system at the centre, to the demanding “Student Pedagogic Project ITV” (approximately
100 students co-operate at universities). The output of this project is student conferences on alternatives in teaching and SWOT analyses of schools. Especially motivating
for students are commentaries of teachers from practise and feed back-reflection from
pupils and co-operation with lecturers at department.
3rd thesis of the programme: The mediate approach to subject matter is amended
with the friendly approach.
Five departments directly participate in the integration of subject matter and teaching in the course of eight semesters: physics, biology, chemistry, geography, history
and pedagogy, further on ecological centres and clinical schools.
The project has been developing in international co-operation since 2001. Since
the year 2002 a longitudinal research of the proposed integrated didactic model has
been carrying out in the Czech Republic. Acreditory committees approved innovations
in study plan, of which the model is a part, in 2006. In the same year a pilot study for
the verification of the methodics and tools of testing knowledge was realised for the use
abroad, under the guidance of Prof. Barbara Bajd and in the presence of the authors, at
the Department of Chemistry, Biology and Home Economy of the Faculty of Education
at the University of Ljubljana, Slovenia.
The same pilot study is being prepared for students with the collective of Dr. Jelka Strgar at the Department of Didactics of Biology at Biotechnical Faculty at University of Ljubljana, Slovenia and Prof. Gaper at the Department of Biology at the Faculty of
Natural Sciences at Matej Bel University in Banska Bystrica, Slovakia.
It is becoming apparent that the questions of specialists preparing teachers as well
as those of auxiliary professions are similar. (ŠVEC, 2005, NEZVALOVÁ, 2006…).
65
The European Parliament and the Council of the European Union issued in
December 2006 “Recommendation on Key Competences for Lifelong Learning”
(2006/962/ES) http://ww.rvp.cz/soubor/01140.pdf. The thesis is fully accepted that the
goal of preparation of students-teachers is not only handing of a sum of knowledge and
skill training but also creating a condition for acting in various situations.
Does the teacher’s conception of teaching have to be changed?
Theoretical background of the project “Biology for life and health”.
The aim of the teachers’ effort should be then to help learning individuals to reconstruct contents of scientific knowledge on the base of creating relationship between
the knowledge of respective scientific branch, interdisciplinary knowledge and the world
of individual everyday experience (JELEMENSKÁ, SANDER, KATTMANN, 2003).
The learning individual is not any longer the one who does not know anything
and comes to school so as to learn everything from teachers. A pupil (a student) is an intelligent being with certain pieces of knowledge (which not necessarily must correspond
to scientific pieces of knowledge – naive theories, pre-conceptions), which should be
with help of a teacher and a group of schoolmates verified, and completed if needed
by activities at the school. Pedagogical constructivism is therefore often determined
as an effort to overcome transmisive teaching. The constructivist approach emphasise
an active role of a pupil (a student), who constructs his/her meaning by him/her self
according to his/her already created mental structures = active learning. We talk about
the problem of pupil’s (student’s) conception of subject matter and learning.
Phillips (1995) deals with three basic roles of learning individual in a constructivist class:
1) Active role: knowledge and understanding require an activity of a learner,
instead of a passive role of a recipient of pieces of knowledge.
2) Societal role: we do not build pieces of knowledge only individually, but in
a dialogue with the others
3) Creative role: knowledge and understanding is formed and transformed.
Pupils (students) come to lessons with various ideas that they created on the base
of their own experience. According to Piaget they begin to understand only if new information “commixes” with these ideas. The initial ideas form a kind of “filters” trough
that they accept or refuse new information. Teachers lead pupils (students) to active
reconstructing their initial ideas in the interaction with the others. Lessons conceived as
such strive to evoke certain unbalance between what a pupil (a student) knows and what
he/she is getting to know. This approach strives to raise a problem between an initial
idea and a new place of information. So as this discordance the pupil (the student) is
constructing a new solution.
”Knowledge is a result of a process of cognition, especially in the form of pieces
of knowledge. Because a piece of knowledge rises from subject mind, that constructs it
trough series of operations a thus adopt it, we designate this result of cognition by the
term „acquirement“... According to Piaget the base of cognition is so called scheme.
This scheme describes how a child think about functioning of world around him/her“
(ŠVEC, p. 30, 2006).
66
In a new conception of school a teacher even strive to deliberately raise a cognitive conflict among pupils (students). An individual attempts to tackle the cognitive
conflict - not being always successful, though. It depends on his/her previous experience, abilities, inner motivation and will. Help of the others - parents, a teacher or schoolmates - is often needed. Such help does not consist in telling the individual how to
advance onwards, though, but in providing him/her with key positions for overcoming
the cognitive conflict, where by on the change of schemes and acquiring of new pieces
of knowledge. We speak about learning from experience.
What happens if a teacher ignores pre-concept in teaching?
Older layers of knowledge are covered by new ones in mind and knowing is piling in separated layers under which original core of idea remains. A pupil (a student) is
able to reproduce this information for certain time. If it does not interfere with the original structure, it hardly comes to understanding. Information is often forgotten and does
not lead to the needed process of learning (the interconnected cognition is not created).
If a teacher diagnoses pupils` (students`) pre-concepts and regard them as a significant factor determining learning, than the subject matter becomes the part of a pupil’s cognition. Thus we encounter different understanding of a pupil’s (student’s) role
in a traditional and constructivist lessons. (HRABÁČKOVÁ, 2006).
4th thesis of the programme:Teachers are confronted with the task of changing their
views on pupils (students).
At the beginning of the 21st century such change is conceived as the base for
professionalization of teacher’s profession, on which is necessary to look systematically
– holistically. Knirk and Gustafson (1986) remind that is not sufficient to make isolated
innovations in a single lesson - just to use different methods. Systemic conception does
not separate questions of WHAT TO TEACH from the questions of HOW TO TEACH,
WHY TO TEACH and HOW TO ASSESS!
What role does the current conception of reflection and
self-reflection play in personal development in the project
“Biology for life and health”?
Constructivist didactics emphasise that a human learns only things, which he/she
considers to be personally meaningful, which fits to the project of his/her own identity.
5th thesis of the programme: „Providing a pupil (a student) perceives a certain theme
as a part of his/her world, as a means of consolidation his/her personality, he/she
is able to be engaged in it very intensively, even for the whole life“ (KALHOUST,
OBST and col., p. 73, 2002).
We speak about explicit and implicit (tacit) knowledge according to the level of
awareness of the knowledge by a subject as mentions ŠVEC (2005). It is formed on the
base of experience while a subject is placed in situations and acts in them. It is active
learning to experience – learning from practice.
67
According to the kind of information that knowledge carries in itself conceptual, sociocultural and metacognitive knowledge is distinguished. Metacognitive
knowledge is subject’s knowledge about his/her own cognition and learning. It is
stressed nowadays that it is very important kind of knowledge, for it enables a subject
to regulate his/her learning and action. The ability of self-regulating reflection as the
base for lifelong learning is currently becoming a subject of intensive research all over
the world (ŠVEC, 2006). Educational autoregulation is specified by HELUS (1992
p. 201 in ČÁP, MAREŠ, 2001)): “As a modus of behaviour of an individual towards
himself/herself (self-strengthening, self-monitoring, self-assessment, self-instructing
etc.)”.
6th thesis of the programme: A teacher should strength pupils’ (students’) self-esteem
over reflection as well in his/her classwork.
Experience leading to self-esteem – to the knowledge of their being able to
achieve a positive result in learning activities – often shows itself in their enjoyment
to plunge into new learning activities. So that inner-motivating incentives may lead
up to the inner level of cognitive needs, which are the bases of the need of lifelong
learning. Stimuli of didactic interaction and mutual positive relationships between
a teacher and a pupil (a student) in classwork interfere also the emotionally motivating and decision-conative sphere of educational autoregulation of a learner and a
teacher.
7th thesis of the programme: The sharing is based on common learning (e.g. the cooperation in s group) when common experience is established.
It is known that the cognition of the world in contact with one’s peers but also
with older schoolmates facilitates the construction of knowledge and teaches also how
to co-operate (couple, group, peer … learning). The sharing of knowledge occurs. The
sharing of knowledge in a social group represents a recent sociocultural perspective in
the construction of knowledge. Yet, the experience may be shared by subjects also when
they acquire the knowledge in similar learning situations.
We speak about experience when knowledge is used in action. If experience is generally a means and the aim of cognition of the world (PRŮCHA and col.
2003), which is based on senses, experience, social contact, mental and practical
activity, than learning from experience may significantly influence student’s conception of teaching providing the systematic use of socioconstructivist approaches
and techniques of the development of reflection and self-reflection (JEDLIČKOVÁ, 2007).
The longitudinal research of the project “Biology for life
and health”
In 2006 the verification of methodics and the entrance test were guided under
command of Prof. Barbara Bajd and supervision of authors of the project (Jedličková,
Hradilová) for occasions of research in Slovenia. The selection of items was properly
reconsidered in all tree countries to maximalize validity and reliability of the entrance
68
test. The common way of evaluation of the results was consulted several times. The
Prof. Bajd’s team pointed out some specifics in terminology, which are different in the
Czech and Slovene education system. During the lecture intership of Prof. Bajd at the
Department of Biology in Brno (March 2007) the last discussion were held to evaluate
results of the first phase of pilot study in Slovenia. Below we present partial results of
the unfolding international research.
The verification of innovations in teaching, aimed at application of contemporary psychodidactic theories in the field of environmental education to provide natural
science literacy in Europe in the 21st century.
Questionnaire n. 1 (test n. 1 Student’s conception of curriculum)
The questionnaire has two parts: the informative part (p. 1,4) and the test of student’s conception of basic curriculum (p. 2,3).
The informative part (p. 1) contains open items: contact, functional (functional
psychologic, control) and contentual. Items on the page 4 are semi-closed, centred on
meaning. The didactical test (p. 2,3) is the two-level test. Formally it looks like test
based on selection of answers, but student-teacher choose his answer in two steps. First
he/she names a product of nature (or uses the numeric label if he/she does not know
the name). In second step he/she choose from set of arguments to give reasons for his/
her previous choice.Apart from frequency of right answers the character of students’
mistakes is inspected through evaluation, as well. Thus it is possible to motivate further
analyse of particular misconceptions.
Through structuration of the test the classical technique has been used (ČÁP,
MAREŠ, 2001).
Selection of items to testing basic curriculum has been done on the base of analyse of Czech school books and consultations with specialists from various faculties.
Items that have all three participating states in common were finally kept in the questionnaire.
For use abroad the questionairre had been translated into Slovenian language.
The original Czech version is attached to the article in Czech and the slovenian version
is attached to the article in English.
Summary:
K. Gergen (1994 in ŠVEC, 2006) accented: “Knowledge is constructed by means
of interplay between individual knowledge, attitudes and values of a subject and his/her
social interactions in sociocultural context. There is a need of the interaction between
cognitive an emotional aspects of cognition to be taken into consideration at the same
time, though”.
Particular effort to humanise schools and education has been resulting gradually
in understanding the results of teaching as overall educational autoregulation of a pupil’s (student’s) personality.
69
Oddelek za biologijo – PdF MU – Terensko središče vzgoje in izobraževanja „Kejbaly“
Vinohrady 100, 639 00. Ing. Helena Jedličková, Mgr. Lenka Hradilová
V P R A Š A L N I K št. 1
Namen vprašalnika sta zbiranje informacij za delavce središča
in avtorefleksija študentov na začetku pouka
Vprašalnik bi naj služil kot osebni test in hkrati kot ponovitev učne snovi, ki bi jo naj
študenti poznali za svoje delo z otroki.
Opozorilo: Ta vprašalnik ne bo del ocenjevanja študijskih rezultatov, ampak bo uporabljen le za statistično ocenjevanje začetnih informacij o študentih.
1
Informativni del
1. Premislite in podčrtajte izrek, s katerim sami ocenjujete svoje znanje biologije
s srednje šole.
nadstandardno - odlično - prav dobro - dobro - zadostno - nezadostno - ne znam se
odločiti
2. Premislite in dopolnite izrek (podčrtajte izbrano besedo).
...... SEM RAD V NARAVI
Vedno Zelo pogosto Pogosto Včasih Nikoli
3. Premislite, podčrtajte izbrano besedo in dopolnite izrek.
zelo priljubljen - priljubljen - niti priljubljen niti nepriljubljen - nepriljubljen - zelo nepriljubljen
NA OSNOVNI ŠOLI JE BILA BIOLOGIJA ZAME . . . . . PREDMET, KER
(navedite pet ključnih besed)
4. Premislite, podčrtajte izbrano besedo in dopolnite izrek.
zelo priljubljen - priljubljen - niti priljubljen niti nepriljubljen - nepriljubljen - zelo nepriljubljen
NA STREDNJI ŠOLI JE BILA BIOLOGIJA ZAME . . . . .PREDMET, KER
(navedite pet ključnih besed)
5. Premislite, podčrtajte izbrano besedo in dopolnite izrek.
V NARAVO HODIM . . . .
dnevno vsak drug dan
več kot 1x na teden manj kot 1x na teden
manj kot enkrat na dva tedna
manj kot 1x na mesec
70
Prepoznavanje
1. K vsakemu številu napišite NAZIV (vsaj rod) predstavljenega objekta
1. NAVADNA PŠENICA (TRITICUM
AESTIVUM)
2. Deževnik (Lumbricus terrestris)
3. NAVADNI BRIN (JUNIPERUS COMMUNIS)
4. KUNA ZLATICA (MARTES MARTES)
5. MAJSKI HROŠČ (MELOLONTHA
MELOLONTHA)
6. POR (ALLIUM PORRUM)
7. RJAVI PREMOG
9. (EVROPSKA) ŠČUKA (ESOX LUCIUS)
8. JABLANA (MALUS DOMESTICA)
10. TRNASTOČELA RAKOVICA (CARCINUS
MAENAS)
11. RŽ (SECALE CEREALE)
12. NAVADNI KLOP (IXODES RICINUS)
13. NAVADNI OREH (JUGLANS REGIA)
14. NAVADNA BODIKA (ILEX AQUIFOLIUM)
15. KAMENA SOL
16. BRADAVIČASTA MORSKA ZVEZDA
(MARTHASTERIAS GLACIALIS)
17. NAVADNA LISIČKA (CANTHARELLUS
CIBARIUS)
18. VELIKI DETEL (DENDROCOPOS MAJOR)
19. NAVADNI PUPEK (TRITURUS VULGARIS)
20. NAVADNA BUKEV (FAGUS SILVATICA)
21. PELARGONIJA (PELARGONIUM
ZONALE)
22. BELOUŠKA (NATRIX NATRIX)
23. MALI KOPRIVAR (AGLAIS URTICAE)
24. NAVADNA SMREKA (PICEA ABIES)
25. PIRIT
26. VRAŽJI ZOBAN (BOLETUS SATANUS)
27. OSTROLISTNI JAVOR (ACER
PLATANOIDES)
28. ZELENA (APIUM GRAVEOLENS)
29. ŠČINKAVEC (FRINGILLA COELEBS)
30. NAVADNI LAN (LINUM USITATISSIMUM)
31. RJAVI UHATI NETOPIR (PLECOTUS
AURITUS)
32. PARADIŽNIK (SOLANUM
LYCOPERSICUM)
33. VELIKI VRTNI POLŽ (HELIX POMATIA)
34. APNENEC
35. VRTNI OGNJIČ (CALENDULA
OFFICINALIS)
36. MARTINČEK (LACERTA AGILIS)
37. JEZERSKA BREZZOBKA (ANODONTA
CYGNEA)
38. PANTERJEVA MUŠNICA (AMANITA
PANTHERINA)
39. DIVJI KOSTANJ (AESCULUS
HIPPOCASTANNUM)
40. NAVADNA KRASTAČA (BUFO BUFO)
2. Ob vsakem pojmu naštejte najmanj tri primere
PROIZVAJALEC 1, 3, 6, 8, 11, 13, 14, 20, 21, 24, 27, 28, 30, 32, 35, 39
PORABNIK 4, 5, 9, 10, 12, 16, 18, 19, 22, 23, 29, 31, 33, 36, 37, 40
RAZKROJEVALEC 2, 17, 26, 38
3. Uvrstite objekte v pravilno skupino
Minerali 15, 25
Kamnine 7, 34
71
4. Uvrstite objekte v skupine
ZELENJAVA 6, 32,
SADJE 8, 13
POLJŠČINE 1, 11, 30
ENOLETNE RASTLINE 35
OKRASNO GRMOVJE 3, 14
KONIFERE 3, 24
STRUPENE RASTLINE 3, 14, 32
RASTLINE, NEVARNE ZA OTROKE
(BODICE,TRNI,ALERGENI) 3, 21, 14
5. Uvrstite objekte v pravilne družine
BOROVKE 24
RAZHUDNIKOVKE 32
NEBINOVKE 35
KOBULNICE 28
ROŽNICE 8
LILIJEVKE 6
6. Uvrstite objekte v pravo skupino
UŽITNE GOBE
NEUŽITNE GOBE
STRUPENE GOBE
17
26
26, 38
7. Razporedite objekte glede na prehranjevalno specializacijo
MESOJEDEC ALI
PREDVSEM MESOJEDEC
VSEJEDEC
RASTLINOJEDEC ALI
PREDVSEM
RASTLINOJEDEC
9, 19, 31, 4, 10, 12, 16, 22, 36, 40
29, 37, 18
5, 23, 33, 2
8. Razporedite številke v skupine.
KOLOBARNIKI 2
RIBE 9
POLŽI 33
DVOŽIVKE 19, 40
ŠKOLJKE 37
PLAZILCI 22, 36
PAJKOVCI 12
PTICE 29, 18
RAKI 10
SESALCI 4, 31
ŽUŽELKE 5, 23
DRUGA SKUPINA 16
7/06: VÝZKUMNÝ PROJEKT PdF MU pro rok 2006 (kategorie Ab) Výzkumná a odborná činnost akademických pracovníků a magisterských studentů
Transformace zkušeností ze zahraničních pobytů v zemích EU (ERASMUS aj.) do
programu „Biologie pro život a zdraví“ na PdF MU v r. 2006
72
EVROPSKÁ DIMENZE VE VZDĚLÁVÁNÍ
UČITELŮ PRIMÁRNÍ ŠKOLY
Zkušenostní učení a reflexe jako východisko práce učitele
Akční výzkum a testování výukových modelů
Abstrakt: Evropa, jako prostor bez ekonomických bariér, předpokládá rovněž
unii bez hranic kulturních a vzdělávacích. Akademickou mobilitu podporují programy,
jako např. CEEPUS a SOCRATES-ERASMUS, umožňující nejen získávání zkušeností
a osobnostní rozvoj studentů a pedagogů na partnerských školách, ale také sekundárně
výzkum zaměřený na evropskou dimenzi ve vzdělávání. V průběhu posledních let jsou
akčními výzkumy na univerzitách v Evropě ověřovány nové modely orientované na
zkvalitnění vzdělávání pro 21. století dle Bílé a Zelené knihy EU. Klade se v nich důraz
na profesionalizaci přípravy učitelů. Ukazuje se, že profesionalita učitele pro primární
školu se musí opírat o řadu kompetencí, zejména o schopnost reflexe a kritického myšlení. Danou problematikou se zabývá i společný výzkum realizovaný na katedře biologie
a katedře pro přípravu učitelů primárním vzdělávání PdF Univerzity v Lublani (Slovinsko) a na katedře biologie PdF MU v Brně, mezi nimiž dochází pravidelně k mobilitě
studentů i pedagogů v projektu „Biologie pro život a zdraví“.
Klíčová slova: projekt „Biologie pro život a zdraví“, smysluplné učení, akční
výzkum, pedagogický konstruktivismus, prekoncept, kritické myšlení, současná koncepce reflexe a sebereflexe, zkušenostní učení, pedagogické dovednosti a zkušenosti,
longitudinální výzkum
73
School and Health 21, 2010, Health Education: Contexts and Inspiration
THE NEED OF THE HEALTH
LITERACY DEVELOPMENT
Jan HOLČÍK
Abstract: The message consists of two parts. In the first part, the monograph
„Health literacy in health care“, initiated by the main researcher in the research task
„School and health in the 21st century“, doc. PhDr. Evžen Řehulka, CSc, is reminded.
Its objective is to provide basic information about health literacy and methods contributing to its advancement. The second part is dedicated to a serious health issue consisting
in the rising number of the chronically ill and potential methods of dealing with such
a problem. It shows that the advancement and increasing the general level of health
literacy should become a priority in the field of health care.
Keywords: health literacy, health care, health, health services, health policy, health education, health programmes.
The objective of this message is to briefly introduce a new monograph (Holčík,
2009) written on the initiative of the main researcher in the research task „School and
health in the 21st century“, doc. PhDr. Evžena Řehulky, CSc. The principal terms and
methods of the health care system are explained in the text in relation to the urgent need
of developing health literacy in all groups of population.
The initial idea of the monograph is the conviction that people are the basic determinant of health and that it is necessary to facilitate to them the understanding of the
value of health, and the respect for it when making decisions in normal everyday life.
The second part is dedicated to a serious health problem, which consists in the
rising number of the chronically ill and possible methods of dealing with such a problem.
1. Health literacy and its role in health care
Chapter 1 of the monograph (Holčík, 2009) introduces the health literacy as an
integral part of the 21st century health culture and lists the main reasons that should
motivate its systematic development. The definition of health literary is presented in
chapter 2. Health literacy is able to take proper decisions related to health in the context
of everyday life – at home, in the society, at work, in health care institutions, business
as well as policy. It is an important method increasing the influence of people over their
75
health and strengthening their ability to obtain and use information and assume and bear
one‘s personal share of responsibility.
Chapter 3 presents a health literacy model distinguishing between functional health literacy (informing the public about health risks and the need of healthy lifestyle),
interactive (development of human ability to actively co-create our own health fate) and
critical (active and creative share in the health care and the establishment and implementation of health policy). Valuable experience from applying the health literacy in Canada
achieved so far is presented in chapter 4.
Health education (educating the patients, warning again health risks and education towards health), which is one of the basic methods of developing the health literacy,
is explained in chapter 5. Improving the health literacy is an important part of the socalled „empowerment“ of people (chapter 6), consisting in strengthening the ability of
people to influence their life’s fate, meaning also their health fate. Another important
method of developing the health literacy is the support of health, the structure and possibilities of which are explained in chapter 7.
It is unquestionably important that the health literacy should be developed in
relation to the priorities set by the European health policy (chapter 8). The European
health policy is characterised by a systematic interest in the health of people and
assuming co-responsibility for influencing all circumstances that influence health.
Chapter 9 explains types, methods and possibilities of developing health systems.
Given the fact that human health is to a great extent influenced by social determinants
of health, attention is paid to these in chapter 10. Health literacy is set within the wide
European context in chapter 12. Chapter 13 contains an invitation to the common
journey towards health.
The monograph includes 8 attachments, the first seven of which containing the
fundamental documents of the World Health Organisation indicating the development
of health care in the 21st century. Attachment 8 provides a glossary of basic terms used
in the monograph.
The monograph does not provide any detailed instructions on how to develop
health literacy. It is not its objective, either. In the ideal case, the initial information
about the health literacy should become a motive for independent activities of everyone
who understands the meaning of health literacy and further chapters on health literacy
should be written at schools, families and at work, everywhere where people live. The
best possible health is an important condition for a full, useful and joyful human life.
2. Increase in the number of the chronically ill as an important
health problem.
Given the fact the sickness rate is dominated by chronic non-infectious diseases
and many of them are curable or their course can be slowed down, the mortality rate
drops (the life of the sick prolongs). Although the number of some of the newly diseases
does not change too much, the greater number of preventive medical examinations and
more perfect diagnostics determine a higher number of these. This results in the rise in
the number of the treated ill and ever rising expenses. This is schematically presented
in Fig. 1.
76
Fig. 1. Rise in the number of treated people give increasing incidence and dropping
mortality rate
The aforementioned trends may also be considered for the future. Thanks to the
research in the field of clinical medicine, the potential of medicine is on the rise, new
procedures, medications and instruments are available, but at rapidly increasing prices
that are often justified by the need for further costly research work. The production of
medications and health care instruments is also exposed to competitive pressures and
their sale is closely related to the standard marketing and market mechanisms, which
undoubtedly results in the efforts of the producers and businesses to earn as much as
possible.
The aforesaid problem can be reacted to in four basic ways.
a. Investing more money in the health care system – this will make it possible
to provide more health care services. Experience show that the costs of health
care system are on the rise in most countries. It is apparent that the amount of
money allocated to the health care system cannot be increasing for ever. Such
a growth has its limits which are set both by the economic efficiency and the
urgency of expenditures in other fields. It cannot be considered that the lack of
funds in the field of health care becomes a permanent characteristic of all health care systems and it cannot be expected that the mere increase in the funds
appropriated to the health services will resolve the aforesaid problems.
When the money is missing, it may seem at first sight that it is an economic
problem. Although it can be permitted that economic knowledge and method
play an important role in the field of health care, economy is far from enough
to handle this problem.
77
b. Increasing the economic efficiency of health services could contribute to
a better use of these funds that are available. In essence, these are two tasks.
First, it is an effort to reduce the prices or substantially restrict (or not to pay)
those health care services that are provided and to carefully consider what other
health care services can be taken into account.
This field also concerns the consideration of priorities in the field of health services, i.e. what should be given priority in view of the restricted funds , what
could bring a greater benefit to human health. Great hopes rest on these efforts
and in many cases partial success is achieved.
If the efforts to increase the economic efficiency are restricted to one medical
facility only, the results are usually worse than expected. The issue is not that
all health care services provided by a hospital should be provided in an economically efficient manner. What matters is that useless health services should
not be provided at all. If, for example, money is spent in a hospital to handle
a health care problem that could be handled by a general practitioner or an ambulatory specialist, then it is a case of waste. Therefore it is so important that
the medical facilities are combined within an functional system without being
„independent“ and „competing“ entities.
c. Restricting the accessibility of health services is an unpopular step and it is not
usually declared in the political parties‘ election programmes. However, this happens in all countries and various methods are applied. For example, economic limits are set, the exceeding of which is accompanied by sanctions, justification and
„remedial“ measures. Methods of controlled provision of health services are developed and widely applied (rationing), and their essence is to achieve economical
distribution of means in case of emergency (e.g. rationing ticket system).
The so-called „implicit rationing“ consists in the fact that health care staff postpone health care services, draw attention to potential risks and in some cases
discourage the patients from the required surgery. Its drawback is that the public
is not informed about the scope of such behaviour. Implicit rationing is often
influenced by external economic pressures (e.g. on the part of managers). However, the potential negative consequences are the responsibility of physicians. The
physicians accept the implicit rationing begrudgingly taking it as an inadequate
intervention into their own decision-making and face up to it while referring to
their ethical commitment to strive after the best possible treatment of their patients.
Explicit rationing is usually based on decisions on what services will be provided
as a standard (e.g. paid by health insurance companies) and what services will be
associated with certain restrictions (e.g. they will be paid by the patient, they will
only be provided in a few health care facilities or their provision will be suspended, even if temporarily).
Explicit rationing is the responsibility of the person drawing up and approving
the list restricting the provision of some health services. Such a list is not well
received by the public and therefore the political parties avoid this method although they are invited to do so by the medical public every now and then.
78
The well-know method is to increase the involvement of the patients in the form
of fees charged for treatment. Nevertheless, such restrictions should be exceedable and should not be applied generically; it is a mistake to restrict children or
people who could not pay such a fee or for whom this would represent a serious
economic problem.
d. General improving of public health would certainly be a perfect solution. It
would mean that less people would require health care services as a result of
chronic diseases. Health care system would focus prevailingly on acute health problems. Such an intention is closely related to the health determinants;
however, many of these are outside the traditional scope of health services. If,
for example, the consumption of alcohol and cigarettes is twice as high as in
Sweden, than it should be reminded that there is no medical technology that
could compensate for such a big difference.
People themselves can influence their own health to a great extent. Therefore
it is sometimes properly reminded that everyone should take care of his/her
own health. What is somewhat ignored is the fact that every organisation and
institution and every level of public administration take decisions that have
a smaller or greater effect on public health. Although it cannot be doubted that
health services face important tasks in this respect (research, motivation and
education, coordination, control and evaluation), it is obvious that the focus of
the implementing work shifts towards the widely perceived social practice.
No matter how important the individual activities of the inhabitants taking care
of their health are, healthy society needs democratic mechanism of public policy that should respect health as one of the essential humane values and health
care should be recognised as one of the undeniable human rights.
The increase in the general health literacy of children, all inhabitants and, in
particular, representatives of public policy is a principal priority in this respect.
Alhtough instructions applicable to all situations cannot be provided, it is important that health impacts should be considered in all decision-making.
The aforesaid basic methods of reacting to the turbulent rise in chronic diseases
are not isolated methods. Of course, the greatest effect can be expected in combinations.
The wide range of measures that must be considered in such a case is sometimes called
a health care programme, in the general sense as health policy. The measures are schematically presented in Fig. 2.
The presented scheme indicates that this is naturally a simplification of the
whole situation and the effort to capture dominant circumstances that may influence
the relevant problem. It is sometimes objected that it is little efficient to strive after
improving the health literacy, because a healthy style of living is costly and becomes
a privilege of wealthy classes rather than a recommendation generally accepted by
the public.
In relation to this it may be reminded that a healthy style of living does not call
for excessive financial costs. It suffices to respect the well known recommendations
with credible justification of their favourable effects on health.
79
Fig. 2. Possibility of managing the rising number of treated people at rising incidence
and decreasing mortality rate
a. Do not smoke – this is not costly. Compared to a smoker, a non-smoker naturally saves money.
b. Eat abstemiously and avoid being obese – this means buying fewer foodstuffs .
c. Do not drink high doses of alcohol – this is not associated with high costs,
either.
d. Walk more and if possible avoid excessive use of cars.
e. Eat fruit and vegetables daily – this can bring about higher costs but it should
be from local sources and seasonal fruit (it does not have to be pears from Italy
and strawberries from Spain.
Certain costs may be related to maintaining cleanliness, living in a relatively good
environment and developing good social relationships. In summary, the healthy style of
living is not difficult or costly. The most important thing is to decide for health and take the
health care seriously. This is not by far restricted to mastering the aforementioned health
problem. It is about health, our lives and fates of people who come after us.
POTŘEBA ROZVOJE ZDRAVOTNÍ GRAMOTNOSTI
Abstrakt: Sdělení má dvě části. V první části je připomenuta monografie „Zdravotní gramotnost v péči o zdraví“, jejímž iniciátorem byl hlavní řešitel výzkumného
80
úkolu „Škola a zdraví v 21. století“, doc. PhDr. Evžen Řehulka, CSc. Jejím účelem bylo
poskytnout, základní informaci o zdravotní gramotnosti i o metodách, které přispívají k jejímu rozvoji. Druhá část je věnována závažnému zdravotnímu problému, který
spočívá v růstu počtu chronicky nemocných, a možným metodám, jak takový problém
zvládnout. Ukazuje se, že rozvoj a zvyšování všeobecné úrovně zdravotní gramotnosti
by se mělo stát prioritou v oblasti péče o zdraví.
Klíčová slova: zdravotní gramotnost, péče o zdraví, zdraví, zdravotnictví, zdravotní politika, zdravotní výchova, zdravotní programy.
81
School and Health 21, 2010, Health Education: Contexts and Inspiration
ON THE FORMING OF SOCIAL AND
EDUCATIVE FUNCTION OF PRESCHOOL
INSTITUTIONS
Marie MAREČKOVÁ
Abstract: An organised child care for children in their early childhood outside
their families was originally focused on the poorest social groups, and it was not evoked
by the progressive professionalisation of women – mothers. The first nursery for preschoolage children in the Austrian monarchy was founded in 1828 in Buda (today’s Budapest).
The imperial school law from the year 1869 (so-called Hasner´s reform) covered also preschool establishments the attendance of which was not obligatory, and it implemented the
institute of kindergartens as training schools by girl’s teacher-training institutes. Before
1869 in Prague, four Czech nurseries were founded; however, a modern preschool institute
with qualified teachers was founded 19th January 1869 at the initiative of Marie Riegrová,
daughter of František Palacký. Besides Karolína Světlá and Eliška Krásnohorská, Riegrová supported the social approach towards so-called woman question.
Keywords: preschool institution; children nurseries; social and educative function; Marie Riegrová; principles of J. A. Comenius; kindergarten; education towards
health.
The childhood period is being reduced in the contemporary society, which is
a problem that has been becoming quite topical recently; children, looked upon as little
adults, are understood mainly as consumers, whose specific world is adapted to the
world of their parents. Exaggerating a little, it is possible to say that in the history of
childhood, this is a certain parallel to the period before the society modernisation.
In the middle-ages social environment, the childhood was also a transitory “grey
zone“ of the human life before the incorporation in the world of the adults. Such a model
of social behaviour changed in the 16th and 17th centuries in the aristocratic and burgher
environments, and such a mentality was gradually applied also at lower society levels. The
social transformation of childhood as a specific phase of human life began to profile as late
as during 18th and especially 19th centuries, being influenced by the modernisation of the
demographic regime much more than by the democratisation of education and instruction.1
Lenderová, Milena, Rýdl, Karel. Radostné dětství? Dítě v Čechách devatenáctého století. Praha –Litomyšl:
Paseka 2006, p. 87 ff
1
83
However, contrary to such an approach towards the “nascence of childhood“,
the research of the history of mentalities proved even earlier tendencies towards the
deepening of the emotional relations within so-called closer core family, and especially
of emotional relations between the mother and her child.2 Education of children started
immediately after the delivery, which traditionally took place in home environment under the presence of a midwife and women relatives. Due to the threat of infant mortality,
the child was baptized as soon as possible in order to assure Paradise for the child’s soul.
Weaning usually took place in the first year of the child’s life; it ate common solid food
with the adults and it had to get used to darkness, noise, cold, discomfort, etc. Warnings,
examples and creation of habits were parts of the upbringing already in such a phase.3
In the Middle Ages, the education was based upon the acquiring of the basics of
the Christian religion in compliance with the Bible and writings of the Church fathers.
In the Renaissance period, both educational practice and theory were influenced by the
Classical times. Education in humanities was neither reserved only for men, nor there
were social limitations; however, without any doubt, the generalisation of education
influenced the modernisation of the lifestyle of the upper social groups.
The contemporary value of education was specified by John Amos Comenius. His
work is, in fact, philosophical culmination of national traditions, Reformation and Humanism closely linked to the prospective European thinking and culture. The proposition
of Christian education, which takes into consideration different phases of childhood, can
be seen in the whole Comenius´ educational and pansophic work. He wrote his famous
educational works, such as Information on Mother Schools (Informatorium školy mateřské); Didactics or the Art of Artificial Teaching (Didaktika neboli umění umělého vyučování) and a descriptive Latin textbook The Gate of Languages Unlocked (Janua linguarum reserata) in Leszno, where he worked as the headmaster of a Latin school after his
emigration in 1628 (or 1627). In order to enhance the principle of visualisation and the
connection of foreign language teaching with the subject teaching, Comenius created his
world-famous illustrated encyclopaedia for children Orbis pictus (The Visible World in
Pictures) with German and Latin texts. Comenius wrote this work in Sarospatak, where
he had been invited in 1650 in order to reform local schools by Prince Sigmund Rákóczi
of Transylvania, as he expected the Prince to resume his anti-Habsburk resistance movement.4 In 1632, he finished his Didactic or the Art of Artificial Teaching adding an annex
to it titled Restauration of Schools in the Czech Lands (Obnovení škol v Čechách); several years later, he reworked it thoroughly in Latin, and as late as in 1657, he published it
in Amsterdam under a title The Great Didactic (Didactica magna).
Comenius tried to find new educative methods and organisation of schools which
would be in compliance with the practical requirements of the world economy development and voyages of discovery and application of natural science knowledge. He
claimed a general reform of education with a uniform school instruction, compulsory
school attendance for boys and girls from six to twelve years of age of all the social
Delimata, Malgorzata. Dziecko w Polsce średniowiecznej. Poznań: Wydawnictwo Poznańskie 2004, p. 12 ff..
Weiss, Sabine. Die Österreicherin. Die Rolle der Frau in 1000 Jahren Geschichte. Graz: U Verlag 1996,
p. 10-36.
4
Marečková, Marie. Materiály k vývoji české historiografie (do počátku 18. století). Brno: Masaryk University 2001, p. 165. Kudrna, Jaroslav, Petráň, Josef. Čítanka k dějinám dějepisectví II. Praha: Charles´ University
1983, p. 128-129.
2
3
84
groups. Basic education was supposed to be common for all the pupils and the mother
tongue would be used for instruction. Further higher education would follow. Practically-oriented children would be trained in a certain trade. Diligent and gifted students
should be enabled to continue their studies at higher Latin schools, and between 18-24
years of age, they should continue their education at universities, as according to their
capabilities everybody should have the right to achieve the highest positions.5
The educational democracy of Comenius was based in his rationalistic optimism:
human mind has no frontiers. His objective was the practical application of knowledge
for the benefit of mankind and especially for the rectification of mankind and re-education towards a better and peaceful world arrangement. Comenius believed that man was
good by nature and that he might be ennobled by means of a correct education. That was
why he called school the workshop of humanity.
Since 16th century, Protestant education was developed which, besides a general
education in humanities, spread ideas of religious reformation. The conviction that the
faith was a gift of God and that everybody had a right to adopt it according to her/his
free will enriched the early Modern-Times society with an important element of democratisation.
Jesuitical education was developed taking into account such an approach and
focused on the development of the aristocratic pupils´ personalities. Such an exclusive
approach continued till the Age of Enlightment reform period; however, it was not taken
into account in the state-driven modifications of school education and enhancement of
the elementary education quality.6
The importance of school as a milestone between the childhood and adult age
was growing. Due to Age-of-Enlightment ideas, the state care of citizens´ education was
enforced. In the Czech and Austrian lands, the Imperial Education Law from 1774 liberalised to a great degree the availability of education, making education more systematic.
The structure of literacy profiled itself also during the 19th century.7
John Amos Comenius – The Great Didactic. Chapter XXVII. Of the Fourfold Division of Schools, Based on
Age and Requirements.
The process should begin in infancy and should continue until the age of manhood is reached; and this space of
twenty-four years should be divided into well-defined periods. In this we must follow the lead of nature. …
The whole period, therefore, must be divided into four distinct grades: infancy, childhood, boyhood, and youth, and to each grade six years and a special school should be assigned
I. For infancy the school should be the mother’s knee
II. For childhood the school should be the Vernacular - School
III. For boyhood the school should be the Latin School or Gymnasium
IV. For youth the school should be the University and travel.
A Mother-School should exist in every house, a Vernacular School in every hamlet and village, a Gymnasium
in every city, and a University in every kingdom or in every province.
These different schools are not to deal with different subjects, but should treat the same subject in different
ways, giving instruction in all that can produce true men, true Christians, and true scholars, throughout graduating the instruction to the age of the pupil and the knowledge that he already possesses, …. just as the
various parts of a tree increase together at every period of its growth. … (Translation: M. W. Keatinge, M.A.
New York: Russell & Russell, 1967)
By Soul and Sword (edited by: Heřmanský, František. Prague 1958, p. 626-627.
6
Čornejová, Ivana. Tovaryšstvo Ježíšovo. Jezuité v Čechách. Praha: Mladá fronta 1995, p. 145 ff.
Čornejová, Ivana. Jezuitské období univerzit v zemích Koruny české. In: Historická Olomouc a její problémy
IX. Olomouc: Univerzita Palackého 1998, p. 9-14.
7
Marečková, Marie. Concept of state Schools and Healthcare in Civic Society. Pojetí problematiky státní
školní a zdravotní péče v systému občanské společnosti. In: Řehulka, Evžen et al. Scholl and Health 21. 2.
Brno, MU 2007, p. 17-43.
5
85
An organised care for preschool-age children outside the family focused originally on the poorest social groups and it was not evoked by the progressive professionalisation of women – mothers. The first preschool-age children nursery in the Austrian
monarchy was founded according to the West-European ideal in Buda (today Budapest)
in 1828. Such a “Garden of Angels“ (Angyalkert) was created due to an initiative of
countess Theresa Brunszvik of Korompa, who was the founder of a similar nursery in
Vienna. In compliance with the decree of the court commission and the provincial order
from 1832, such institutions were meant for children till five years of age, they were
subject to the supervision of the Episcopal consistory and they had to be financed from
charitable sources.8
In 1835, supreme burgrave Karel Chotek invited regional governors and Episcopal consistories to create similar humanitarian institutions, so-called child nurseries, in
the Czech lands. Nurseries “for children whose parents had to earn their living by daily
work“ had been created even earlier in Prague and Pilsen. Till 1848, twenty of such
institutions were founded in Bohemia. In such institutions, the trivial educational plan
was applied and the specifics of the preschool age were not taken into consideration. The
majority of educators in such establishments were men. Only exceptionally, in the country or in provincial towns, unqualified elderly women were teachers in such nurseries.9
Although the specifics of children’s age and school by play was successfully
enforced especially by Prussian educator Friedrich Fröbel, the founder of “children
gardens“ (Kindergarten); the modern educational system as such was implemented by
means of the Imperial School Law from 14.5.1869 (so-called Hasner´s reform), which
entered into force in the school year 1870/1871. From such a school year, trivial, principal and normal schools were replaced with elementary and town schools. Curriculum
was unified, making no differences between boys and girls. School did not depend on
the Catholic Church. The school law applied also to preschool institutions, in which
case, however, the school attendance was not compulsory, and the law implemented
nurseries as training schools of girls´ educational institutes.
Although before 1869, there were four Czech nurseries in Prague in which only
men were employed as educators, a modern preschool institution according to a French
example with qualified women teachers was created due to the initiative of Marie
Riegrová, daughter of František Palacký. In the Prague Old Town, 19th January 1869,
a new Czech nursery was consecrated by Cardinal Friedrich Schwarzenberg. As direct
reference to J. A. Comenius´s heritage, such nursery was called mother school. Besides
its social function, which was caring for children of employed mothers from poor social classes, its objective was to assure modern national education of Czech children in
the competition of German children’s gardens which had existed in Prague from 1864.
Financing of nurseries was provided by a committee of ladies, later on called “The
8
Cach, Josef. Výchova a vzdělání v českých dějinách II. K problematice podílu školských institucí a názorů na
výchovu a vzdělání na stavu kultury a vzdělanosti: Feudální společnost 1620-1848 (počínaje životem a dílem
J. Á. Komenského). Prague: SPN 1989. This work is also a source of other data.
9
Jan Vlastimil Svoboda taught in a Prague nursery in Hrádek; his work “Nursery or the first, practical, descriptive, versatile education of young children in order to practically develop thinking and ennoble the heart
with guidance towards reading, counting and drawing for teachers, foster-parents and parents“ was published
in 1839, and the second edition was published in 1874. In 1857, Svoboda´s Prague nursery was handed over
to teaching nurses. Lenderová, Milena et al. Dějiny každodennosti „dlouhého 19. století II. Život všední
i sváteční. Pardubice: University of Pardubice 2005, p. 37.
86
Committee of Ladies for Town Schools and Nurseries“, the chairwoman of which was
Marie Riegrová. The operation of nurseries was financed from public collections; it was
supported by the Prague municipal council, contributions were provided by institutions,
companies and individuals.10
By the year 1883, besides one private Czech nursery, the Prague municipal council registered 11 Czech nurseries under its patronage. Also outside Prague, the number
of Czech nurseries was growing fast, so that in 1888, in Bohemia, Moravia, Silesia and
Lower Austria, there were 172 Czech nurseries registered. Besides nursing fathers, 322
qualified nursing mothers and auxiliary nurses worked in such nurseries. At those times,
there were 18 Czech nurseries in Prague with 65 nursing mothers. By 1914, there were
23 Czech nurseries in Prague.11
Nurseries laid the basis of modern preschool education. Their function was
mainly social and they focused on children from poor families. Such institutions did not
just care for children of working mothers, but on behalf of mothers, due to a creative
application of the principles of Comenius´s Information on Mother School together with
contemporary educational knowledge, such institutions strengthened physical, mental
and moral education of children, systematically cultivating education towards health. In
order to deepen the personal responsibility of children for their health, their activity was
systematically utilised, as well as discipline, play, example and practical development of
habits related to the correct lifestyle, diet, toughness, stay in countryside, regular sleep,
physical cleanliness, home hygiene and care for the environment.
Already in nurseries, knowledge was systematically developed of nature and
society, love for the mother land, national pride, respect for national history and appurtenance to the nation. The mother tongue played a very important role in such an education. Nursery had a better possibility than primary school to influence in the parents due
to a daily contact with them. However, education in nursery and the family had to be
necessarily closely related, focusing on the strengthening of positive physical, mental
and moral aspects and characteristics, and on the enforcement of health hygienic habits
in everyday life.12
Besides nurseries used mainly by working women from poor social classes, similar institutions appeared focused on children up to three years of age – baby nurseries.
Baby nurseries financed through activities of different societies, existed in Prague from
the year 1854. The Czech baby nurseries were inspired by the French example. At the
initiative of Marie Riegrová, a foundation for the support of poor newborn children and
their mothers was created, and in March 1884, the first Czech baby nursery was opened
for toddlers up to three years of age. Soon, Czech baby nursery for infants was opened.
Preschool education which took shape in 19th century was not compulsory for
children; it kept an optional character. It was not directly connected to the employment
of women with demanding or lucrative professions. Care for children outside the family
originated as a philanthropic activity and it was not directly connected to the employment of women-mothers outside their homes. Its objective was to provide clothing,
Lenderová, Milena et al. Dějiny každodennosti „dlouhého 19. století II. Život všední i sváteční. Pardubice:
University of Pardubice 2005, p. 38.
11
Lenderová, Milena et al. Dějiny každodennosti „dlouhého 19. století II. Život všední i sváteční. Pardubice:
University of Pardubice 2005, p. 38.
12
Monatová, Lily. Jak dítě poznává svět. Prague: SPN 1963.
10
87
warm food and basic hygiene for children from the poorest social classes. Therefore it
was not in compliance with the traditional authority of family and the role of the mother;
it was a sign of poverty and a certain social immorality.
Besides the preference of the educative function, preschool institutions were social establishments, attended mainly by children from poor families on whom such institutions focused. At the same time, they provided an option of education in the mother
tongue. They were to prevent the danger of germanisation of Czech children in German
preschool institutions which began to appear.
The enforcement of social approaches and progressive educational trends at the
forming of Czech preschool institutions from the seventies of 19th century was strongly
influenced by the focus of Czech women movement for the support of poor abandoned
women (often widows of soldiers of the Prussian – Austrian war in 1866), assuring food
and day-care of their little children. The merit for the social approach towards so-called
woman question may be attributed, besides to Karolina Světlá and Eliška Krásnohorská,
also to Marie Riegrová.
K PROBLEMATICE FORMOVÁNÍ SOCIÁLNÍ
A VÝCHOVNÉ FUNKCE PŘEDŠKOLNÍCH ZAŘÍZENÍ
Abstrakt: Organizovaná péče o děti předškolního věku mimo rodinu se původně
orientovala na nejchudší společenské vrstvy a nebyla evokována postupující profesionalizací žen – matek. Prvá opatrovna pro děti předškolního věku v rakouské monarchii
byla založena roku 1828 v Budíně (dnešní Budapešti). Říšský školský zákon z roku
1869 (tzv. Hasnerova reforma) se vztahoval i na předškolní zařízení, kde však nebyla
docházka dětí povinná, a zaváděl institut mateřských škol jako cvičných škol při dívčích
pedagogických ústavech. Před rokem 1869 v Praze sice vznikly čtyři české opatrovny,
avšak moderní předškolní instituce s kvalifikovanými učitelkami byla zřízena 19. ledna
1869 z iniciativy Marie Riegrové, dcery Františka Palackého. Jí patří zásluhy o sociální
přístup k tzv. ženské otázce vedle Karoliny Světlé a Elišky Krásnohorské.
Klíčová slova: předškolní zařízení, dětské opatrovny, sociální a výchovná funkce, Marie Riegrová, zásady J. Á. Komenského, mateřské školy, výchova ke zdraví
88
School and Health 21, 2010, Health Education: Contexts and Inspiration
SOCIAL NETWORKS AND THEIR
INFLUENCE UPON CHANGES IN USE OF THE
INTERNET AT SCHOOLS
Jiří STRACH
Abstract: The focus of use of the Internet has changed in recent times, particularly among children and young people. The previous core concept for employment of
the Internet in schools, which is to say as a medium enabling the acquisition of the most
up-to-date information in a wide variety of disciplines and fields, has been supplanted
by a tendency toward the creation of teaching programmes and distant learning options
and this evolution continues. For younger people it is more and more frequent that the
primary purpose of the Internet is the use of social sites and search engines, which make
it possible for them to dive into a whole new world of virtual relationships and special
interest groups, rather than the focus being on broadening their educational horizons.
This simple fact is, in my opinion, a potential issue in the social and emotional growth
of young people, as it can lead to dissociative tendencies with regard to their physical
fellow students around them, and the replacement of real relationships with the ephemera of e-friendship, the parameters and risks of which are frequently less than clear. The
school, which is to say teachers and parents in this particular scenario, is often inadequately prepared for this change. The concurrent dissolution of social bonds within the
class may well lead to a generally deteriorated atmosphere therein. This presentation
endeavours to address in detail a number of issues arising from this situation.
Keywords: social networks, Internet, school atmosphere
The sea change laid out above in the employment of the Internet by younger
people, away from the use of the system as a tool and informational source, and the
simultaneous growth of interactive computer games, which envelop the user in a virtual world and draw them into a cyber community, has led to the rapid growth of semi-permanent social groupings among players. Today we can likewise see the almost
exponential expansion of such social networking sites as Facebook, ICQ, Twitter, and
Skype, with young people clearly in the vanguard among users. In today´s world, the
time consuming, or arguably wasting, capabilities of particularly Facebook and Twitter
are practically unparalleled. The chasm of comprehension as regards the capabilities and
use of such programs between children and the majority of parents and teachers means
89
that, in practical terms, the students have an interwoven online life, accessible equally
at home or at school, of which the adults around them are largely unaware. Specialists
and school network administrators have struggled with the implications of these new
phenomena, thus far without any guaranteed positive outcome. It seems Facebook and
Twitter are resculpting our social landscape. Facebook users, having created a profile
and attached photographs and provided telephone number and e-mail address in order
to “hook up”, with likeminded friends, are precluded from thereafter reclaiming their
data, or even transferring it to another server. Facebook has begun to collaborate with
those who advocate open standards. The new Facebook Connect service enables users
to sign in and work on more than 10 000 webservers worldwide. Social networks, it
may reasonably be assumed, will form an integral and inseparable cornerstone of the
Internet, owned by no one company. This demonstrates the clear necessity for schools
to reassess its use and, as far as possible, eliminate the more extreme risks inherent in
such social networking.
What is a social network?
From a technical standpoint, the core components of a social network are simply
a combination of specialised webhosting services and search engines. A user completes
a standard profile and immediately is added to the catalogue of profiles held, able to
search and be found. Simple and elegant. The result is something beyond the wildest
dreams of a 20th century researcher, the instant creation of a comprehensive profile,
structured from data which can be individually or collectively recombined at will and
expressed in its base form as a collection of precise numbers. If one is looking for
former classmates in order to arrange a reunion and both time and space pressures apply, the social networks are the clearly optimal solution. Likewise when searching for
a fellow air-model specialist or a potential eponymous party in New York, this would be
a most logical first stop. Friends or acquaintances, old hands or new faces, any combination can be rapidly put together and collectively addressed. As the number of e-mail addresses and phone numbers we need grows with abandon, the system adapts ever more
rapidly, expanding its capabilities to meet and exceed this need. For those who require
this world forever at their fingertips, the service supplier offers the glittering “premium
membership”, obviously at a price.
These networks grow constantly in numbers and popularity due to their perceived reliability and ever-expanding customer base. Today social networks form a vital
part of Internet content and are thus creating a kind of more organised social space.
E-workshop, the organisation of which the author is a key member, has predicted this
along with other specific developments.
School and social networking
The appropriate response for schools to this phenomenon is our next concern.
Whilst the services cannot be ignored, it must be emphasized to students that, from the
educational standpoint, the computer is essentially a working tool, providing us with
the capability to address tasks and obtain educational information which would other90
wise be impractical or impossible. The existing skills and creativity of the students can
perhaps be employed in enabling the teachers to “raise their game” on a technical front,
showing them the opportunities and capacities for education of these systems. However,
an absolute prerequisite, on the part of the teachers and parents both, is to make students
fully aware of the potential risks entailed in interaction with and involvement in these
social networks.
When considering the use of social networking in schools the following subdivisions would seem appropriate:
1. As a means, in the context of lessons, to facilitates the exploration of political,
economic, and cultural scenarios.
1. At home for supplementary and consultation use by teachers and students and
among groups of students.
3. With careful application as a tool in social context to improve relationships
between the various students.
4. As a means of communication between parents and the schools and similarly
amongst parents.
Using social networking in tuition.
Twitter is arguably the best medium through which to acquire the most up-to-date
information on events around the globe. It boasts that it is faster than CNN, and recently
proved its prowess by enabling an astronaut in orbit to send a message home. Claims are
being made that Twitter saves firms both time and money. Its coolness is testified to by
Pepsi, who have its logo on their cans. The whole world is suddenly tweeting, at least
according to Newsweek magazine, which now has Twitter on its pages.
And a tweet is all it takes... Last year when Egyptian police arrested James Buck,
an American student, it was enough for him to send his 48 followers the single word
“arrested” whilst on his way to jail, and they immediately informed his university (Berkeley), the American Embassy in Cairo and many other organisations, so that the next
day he was free.
The upside of this system, which limits the informational content to the maximum of 140 characters per tweet, is that in an extremely concentrated form it is possible
to simultaneously appraise an entire group of the purpose or sources of a given project.
Moreover, due to the fact that the information is usually in English, Twitter can be used
in language learning.
Facebook, as opposed to Twitter, permits the creation of non-public groups of
users, who can collectively create projects involving text and pictures. Other social networks such as “Spolužáci” (i.e. Classmates in English) and the like make communal
project work via a social network a distinct possibility. The advantage of employing
this new technology in teaching is the probability of engaging the students´ interest and
directing it towards expanding didactic methods.
The blending of new technology and older approaches allows us to use versions
of various didactic games, which we believe may rouse the interest of students in matters of history, politics, and culture. Using modern technology may help the teacher to
earn the respect of students for their capabilities, since the current situation generally en91
dorses young people´s perception that the older generation “does not get it”. The teacher
should endeavour in their work to involve the students and their interests where possible
and allow them to creatively generate new methods of communication, a statement predicated on the concept that the teacher will be able to employ the technology adequately
to guide the outcome toward their didactic aims.
Using social networks in study preparation at home
For the teachers so inclined, never in history has there been such a ready tool
for individual interaction on a regular and repeated basis as is offered by the various
Internet and Internet- related social services. The aforementioned social networks,
when employed in distance learning, allow the creation of student groups, with a variety of potential parameters, and a possibility of direct communication between the
teacher and specific groups or individuals, as well as within the said groups. It similarly permits the teacher to support those parents who seek to assist their children with
homework by providing advice or further details where necessary. In general, it is to
be recommended that the teacher explore the possibilities of such social groups and
establish clear guidelines for work within them. Ideally, the objective is to employ students´ creativity and Internet experience in forging an equal partnership in learning.
An advantageous combination of distant study materials and compatible programmes
may well enhance the effectiveness of teaching and bring a more active dynamic to
on-site learning, in which the fact that students have done the majority of preparatory
work at home will speed the process. The optimised outcome would be that learning
in school would focus more on discussion and similar exploratory methods such as
excursions, developmental projects, cross-curricular studies, educational films, etc.
It is conceivable that social networking groups may undermine bullying, as those
students who in the physical classroom might be inclined to perpetrate such activity
are, in general, not the group leaders in cyber space and their influence can, hopefully,
be suppressed to some degree by the teacher, particularly in combination with appropriate grouping, wherein the teacher aids in the creation of mutual support groups for
the more capable students and seeks to remove the stimuli to aggression in potential
bullies. In this way, and as a positive consequence, the atmosphere in the classroom
can be improved in a non-violent manner.
Using social networking as a tool for improving relationship
among classmates.
The contemporary atmosphere of schools, particularly in larger cities, is not
necessarily conducive to creative and enduring friendship between students, both in
any given class and between classes. While the bedrock of society is individualised
relationships, young people today are less inclined to sport than they were a couple
of generations ago and tend to spend considerable time seated in front of a screen or
monitor. This time can, maybe, be turned to advantage by employing social networks
to strengthen the links between students of various years, and might lead to a greater
sense of community within a given school. It has been shown that social networks can
92
serve as the trigger for social activities, e.g. the protest against the state standardised
school leaving exams, and precipitates gatherings not only in cyber-space but also in
the real world. In the hands of an educator it may be hoped that advice and appropriate
incentives for recreational and sportive activities, or suitable substitutes, would be
found. In the context of a school, social networks might be employed to spark discussion on a variety of vital topics, such as drugs, racism, unfocused aggression and
the like. Given the existence of certain student groups and the opportunity to analyze
them, it would follow that we might track the growth of given dynamics within the
said community. From this it would follow that appropriate input in the real world
would likewise lead to improvement in the given areas. One technique to garner considerable attention has been the analysis of negative social relations within certain
groups by school psychologists in conjunction with behavioural therapists and class
teachers, which has led to improved configuration of work groups within classes and
in home study. The specialists have recommended that, particularly in basic schools,
work groups in social networking should be composed of heterogeneous blend of both
sexes, and be of diverse academic ability. The objective of such groups needs to be
so chosen that each member can, based on individual strengths, contribute something
vital to the outcome.
Using social networking for communication between parents
and the school and among parents
A key issue in modern schooling is communication between the school and
the parents. The interaction between the teacher and parent has swung from the earlier extreme of the dominant pedagogue, the qualified educator, through a balanced
input of two contributors with the communal aim of raising the given individual, to
the current unhealthy perspective of service provider and client.
Social networking sites such as Facebook can be tools for the creation of
a community through which the aforementioned client-provider relationship is restored to the balance of equal partnership, a state which allows teachers and parents
to improve their partnership in the interests of the student. The downside of current relations between the teachers and the communities of parents, is that the parents often create groups only in opposition to school practises. The kernel of such
a group is often made up of the parents of children with behavioural or learning
issues, who seek to lay the entire blame for any difficulties firmly on the shoulders
of the teacher, rather than endeavouring any sort of cooperative solution. In such
circumstances it is advisable to attempt to create mixed groups of students, parents,
and teachers in the pursuit of an improved class and school atmosphere. In such
extreme cases it might be necessary for the teacher to elicit descriptions of the situation from students who are somewhat more objective in order to provide a balanced
picture and seek a collaborative solution. Such use of the social network may reduce
negative feedback between the school and parents. A program like Twitter might
prove useful in gathering a community to share life in the classroom. In this way it
would be possible to provide parents with concise up-to-date information on current
events in the school.
93
Dangers inherent in participation in inappropriate groups on
social networks.
Appropriate use of social networks in the school context can reduce the risks
inherent in the unrestrained participation of young people in social networks. Parents
and students alike should be aware of the potential dangers to which involvement in
social networking might expose them, to help them develop into informed users. It may
be viewed as the teacher´s responsibility to draw students´ attention to certain core characteristics of reliable social networks:
The classic definition of socioware today [3] declares that it (socioware) links
people by the means of seven basic mechanisms:
Identity
Reputation
Presence
Relationships
Conversations
Groups
Sharing
What are the respective qualities of these mechanisms?
Identity
Identity encompasses your screen name, nickname, icon – anything, which represents you within the network on a constant basis and is used for sharing and activities
as a point of recognition, whether that is of the physical or virtual persona. The constancy of this identity is extremely important; the question of identity theft and similar
is frequently addressed all over the net.
Reputation
Each identity has an attendant reputation and it is, therefore, important that the
socioware can work with the reputation in an appropriate manner, represent it and clarify its function. Reputation is something of a synonym for trustworthiness, that is to say,
the extent to which this identity can be relied upon as the source. In the cases of certain
socioware systems, reputation is an extremely complex chain of relationships, in which
who trusts and is trusted by whom plays a very significant role and so such trust may
be “inherited” in a manner similar to real life – if you are dealing with someone who
is trusted by someone whom you trust, then, in all probability, said third party can be
trusted by you.
The matter of reputation can clearly be abused; there is the danger of a whispering campaign or the like. There is a risk, for example, of someone creating negative
reputation deliberately and putting it into other virtual identities. In such a case it may
be hoped that monitoring software, recognising the unprecedented deterioration of reputation, would seek out the source.
94
Presence
Reputation depends on the presence and identity. The presence is the movement
and staying of an identity within the context of a given virtual reality and, generally
speaking, the movement of identity in cyber space should be reflected in the reputation.
The presence can be also summarised as the simple fact that the identity is active in the
virtual reality or community (online).
Relationships
The interaction of the identity with the other like identities creates relationships
which, clearly, maybe positive, negative, or essentially neutral. Significant impression
is made upon these relationships by the fact that there are real people behind them who,
for reasons of their own, have a variety of preferences and prejudices. It is therefore
necessary to assess, on a personal basis, whose advice is worth taking.
Conversations
Conversations take a vast variety of forms from posting on chat boards, where
anyone can contact anyone, through to real time conference calls. Socioware systems
frequently include specific discussion forums, where one can seek a partner for a conversation on an agreed topic. These differ from open discussion forums in that the
majority of conversations are open sending and can be read by anyone. Conversations
differ from discussions and message systems, e.g. e-mail, by the manner in the way in
which users approach it. Such a conversation is, for example, to be found in an ICQ
window, where participants in the conversation can scroll earlier comments, the participants address each other (the identities of those involved are clearly defined) and
it is surprising how difficult it is to wind things up. Posting on a discussion board, on
the other hand, is a shot in the dark, an opening gambit to which one hopes to receive
a response. Email can be similar; it is specifically addressed, but can go astray or be
left unattended.
Sharing
At present the most commonly used function of the Internet as a whole and the
socioware is sharing. The underlying logic, that friends and people with shared interests
can easily send one another items of interest, means that this is much used for music,
films, books, etc.
Reservations about socioware
The aforementioned mechanisms are the clear core of any socioware and its implementation.. For example, a reputation which is not monitored and does not manifest
in the system, seems pointless. And, conversely, an identity´s reputation has to be protected against wilful and malicious damage by third parties.
95
There are, of course, many initiatives which attempt to assess the processes
and phenomena emergent from socioware. More significantly, they endeavour to
render these phenomena and processes in pure mathematical terms, thus disconnecting them from standard sociology and reassociating them with programming
and artificial intelligence. One such initiative is The Augmented Social Network.
Another point of interest is the reserve with which socioware today is greeted. A number of “veterans” of the Internet condemn such initiatives as something
which endeavours to mathematically express such simple processes as interpersonal relationships, which every human being naturally comprehends. However, it
is not that straightforward; apart from anything else, interpersonal relationships
are not remotely simple and to attempt to render them in pure mathematics is, in
the view of many psychologists and sociologists, an endeavour akin to heresy. We
could draw a comparison to the attempted appraisal of grammatical language – why
evaluate and analyse something so natural and self-evident? On the other hand,
without a detailed blueprint of grammar, how is it possible to train a computer to
comprehend human language? And likewise, lacking a detailed description of the
functions of human interaction, how might a computer begin to aid people in mutual understanding?
Computers deal with more and more communication as well as saving more
data. They are capable of saving enormous quantities of information and also retrieving the data, if given the right command; however, it is difficult for them to sort out
the information and help us with it, e.g. tell us if the provider of a particular piece of
data is trustworthy or if another piece of information could help us.
For example, how trustworthy is information that product X provides the
same services (use value) as product Y, however, for half the price? Even today´s
Internet finds verifying such a piece of information difficult and reserved only to
advanced users with enough time to go through adequate forums, results in Google
and then assess them themselves to discover if that was a marketing statement by
the producer of X, or an invaluable recommendation of an enthusiastic user, which
will genuinely save your money.
Today´s socioware can deal with the above described situation only within
very specific parameters – in fact, only in the case when the individual users state
their opinion regarding the said problem. Future systems will be probably able to
evaluate the trustworthiness of a given piece of information themselves on the basis
of the behaviour of individual identities, frequently also according to what is not
said. It will not be necessary for a user to put their negative opinion, it will be enough if a user with certain reputation fails to respond to a problem, having encountered
it (irrespective of how it might be visualised on the Internet).
Socioware in its current form comes down to essentially a slightly more intelligent version of a discussion forum, the difference from which evades many users.
Although such information regarding the dangers of socioware have been
widely publicised, it is essential to ensure that any students or parents planning to
use it are fully aware of the risks.
96
Selecting an appropriate profile photograph
Not recommended: Do not insert into your profile a photograph, which is “too
sexy, a caricature, or which could easily offend a visitor.” Also avoid quick self portraits
with inadequate facial expressions or in costume.
Short bio
Elements to consider: The biography section varies from site to site. Facebook, for
example, offers its users a column with wide range of interest headings. Some data can be
provided only to a closed circuit of users. Describe yourself briefly and avoid untruths.
Not recommended: Due to the fact that currently information has the value of
gold, do not reveal everything about yourself as you could pay for it later (note: when
filling in your date of birth, do not fill in the year).
Inserting content, links, and news
Elements to consider: Insert content expressing your personal interests and the
field of study qualification. You can also include a slideshow with your personal photos,
though only under safe circumstances.
Not recommended: Be aware of spamming. Do not automatically expect that
every tiny detail of your life would be of interest to every acquaintance. Your loves and
losses you should keep to more secure channels. And above all, do not broadcast the
various doings of family, schoolmates, and friends!
Talking to one, talking to many
Elements to consider: To ask something of a whole network of schoolmates and
friends is suitable only for questions of a general nature (e. g. which of two telephones
to choose). Responding to such a message should be done directly, i.e. specifically addressed.
Not recommended: Do not post on any wall messages of the order of “tomorrow
at the park at five.” Your friend´s friends are not interested in such spam. Better to send
them a private message.
Considering the tone of expression
Elements to consider: Politeness is paramount. Share only things which would
not lead to problems in real life. In-jokes should be kept within your circle of friends.
Not recommended: Avoid making remarks in public forums which contain sarcastic humour or in-jokes. If that is your idea of fun, it is better to set up a group of
like-minded souls.
Keep in mind the constant risks inherent in Internet use, such as Identity Theft,
Phishing, Cyperbullying and the various viral strains etc. often encountered on pornographic pages and the like.
97
SOCIÁLNÍ SÍTĚ A JEJICH VLIV NA ZMĚNY POUŽITÍ
INTERNETU VE ŠKOLE
Abstrakt: V poslední době se mění zaměření použití internetu zejména u dětí
a mládeže. Původní myšlenka použít ve škole internet jako prostředek umožňující získat
nejnovější informace z nejrůznějších oborů lidské činnosti, vytvořit výukové programy
a dokonce celé výukové servery poskytující distanční opory pro celé ročníky základní
školy se vytrácí. Stále častěji se stává, že mladí lidé začínají používat služeb specializovaných vyhledavačů umožňujících vytvářet sociální sítě a vstupují tak do zvláštních
virtuálních vztahů a skupin, místo aby využívali internet pro své vzdělávání. Tato skutečnost je podle mého názoru zejména pro mladé lidi problematická, vede k odcizení
skutečné reálné skupině spolužáků, u některých jedinců, nahrazuje skutečná přátelství
(e-přátelství) s nejistým, a někdy i nebezpečným partnerem. Škola, učitelé ani rodiče
nejsou na tuto změnu dostatečně připraveni. Rozpad soudržnosti třídy může vést ke
zhoršení klimatu třídy.
Klíčová slova: sociální sítě, internet, školní klima
98
School and Health 21, 2010, Health Education: Contexts and Inspiration
HEALTH EDUCATION BY MEANS OF
FICTIONAL STORIES
Jana KRÁTKÁ
Abstract: Today’s US and Western Europe TV series and film features are getting
increasingly crammed with health-driven sub-plots and narratives. A number of studies
indicate that some TV series’ attention is almost equally divided between describing
fictional heroes’ lives and their medical experience, the latter being a clear educational
vehicle. In our contribution we are going to discuss the case study of one of the most
appreciated examples of such an approach, the ever growingly popular TV series Grey’s
Anatomy that - when usually attributed as a romantic/medical drama with small and
specific comedy inserts - became a popular culture phenomenon and a regular primetime broadcast since its 2005 premiere. This media product can be considered a striking
example of spontaneous social and emotional learning right in the front of a TV-screen
and the series is even more interesting because of a simple fact it favours the visualization of professional physicians’ experience instead of focusing on more traditional
patients’ sub-plots.
Keywords: health, fictional character, stories, experiential learning
Today’s US and Western Europe TV series and film features are getting increasingly crammed with health-driven plots. They are specific by their definite orientation
to the health education. By means of the stories of the fictional characters the viewer
gains experience with the topic of health. This TV entertaining series brings about
a great potential to communicate various educating messages to its viewers without
them realizing that they have been actually formed and that they learn new information. This is the way how to prevent their possible refusal or any similar educational
influences. The TV series with medical plots usually evenly focus on the life of the
main characters and on medical situations. The TV series Grey’s Anatomy will serve
as the example for explaining the course of the socio-emotional learning. Grey’s Anatomy ranks among romantic dramas with elements of comedy where the topic of life of
main characters – doctors is given preference as compared with episodic characters of
the patients. This rather non-traditional TV series from the medical environment with
elements of peculiar humour has become a cultural phenomenon since its first show in
2005 and it keeps its ratings in the United States around 20 million of viewers per each
episode. Also, it has a reserved place in the prime time.
99
The educational messages associated with the topic of health have become
a common part of popular series – according to the research of the Kaiser Family Foundation from 09/2008 (Murphy et al., 2008) it is approximately 1.5 of the plot per each episode
that is somehow related to the topic of health1), and the biggest amount of such educational
content is naturally offered by the medical TV series. According to the findings of the Kaiser Family Foundation, about a half of all stories related to the topic of health takes place
in medical institutions, which offers a more complex view of the health topic to the viewer.
Most of the shown medical care is considered reasonable in those stories. What predominates is the positive depiction of the interaction between the patient and the doctor. Only 1
% of the stories with health topics showed purely negative depiction of the interaction and
provided health care (Murphy et al., 2008, pg. 13). The organizations like Kaiser Family
Foundation focus on methods of mediating the health enlightenment to the viewers by means of the media. In such case it is not unusual that authors of the TV series often consult
the educational messages and their incorporation in the episodes with such specialists.
The interiorization of the situation that is pedagogically important is supported by
the following combination of influences: strong emotional captivation by the story that
mediates the information; the viewers consider the story real or find some similarities
with another concrete situation; the information is mediated by their favourite or important character; the moment of conveying of the information has a fundamental significance for further development of the conveying character; the conveyed information is
mediated by a famous actor (compare Rideout, 2008, pg. 9).
Educational Messages and the Topic of Health in Grey’s
Anatomy
According to the findings of the Kaiser Family Foundation (Rideout, 2008, pg. 5),
45 % of regular viewers of the Grey’s Anatomy say that thanks to the show they learned
something new about the health care and 17 % of the viewers look up the information of
the concrete health issue on grounds of the stories. 30 % of the viewers often discuss the
episodes with their friends or family and even more viewers do it on the internet as part
of the blogs, special web sites or discussion forums where various medical issues from
previous episodes are discussed (compare Rideout, 2008, pg. 8). A correct educational
message and correct popular show may be powerful communication channels (2008,
s. 9). Another interpretation of the condition of shown topics related with health may
be variously understood. For instance, 33 % of the analyzed episodes contained alcohol
consumption, 6 % the problem of alcohol abuse, which may be considered insufficient
or adequate in relation to the ratio between common occasional consumers and alcoholics in the society (Murphy et al., 2008, pg. 13).
The top 10 programmes broadcasted in the prime time from 2004 – 2006 were analyzed, including Friends,
ER, CSI, Will & Grace, CSI: Miami, Without a Trace, Law & Order, The Simpsons, 24, House, Desperate
Housewives, Grey’s Anatomy, All of Us, Lost, Bones etc. In total, 515 episodes of those shows were analyzed
in which 792 health-related stories were identified (socially pathologic topics as the suicide, rape etc were not
included among the health-related topics), i.e. 1.5 of health-related stories per an episode of some of the most
popular shows that were on in the prime time. See http://www.kff.org/entmedia/upload/7764.pdf
1
100
The TV series from medical environment usually divide their focus evenly
between the life of their main characters and the medical situations. Grey’s Anatomy
ranks among romantic dramas with elements of comedy where the topic of life of main
characters – doctors is given preference as compared with episodic characters of the
patients. This rather non-traditional TV series from the medical environment with elements of peculiar humour has become a cultural phenomenon since its first show in
2005 and it keeps its ratings in the United States around 20 million of viewers per each
episode. Also, it has a reserved place in the prime time. It is similarly popular in the
whole western world. In the Czech environment it enjoys a bit lower popularity (in2006
– 2008 it was about 423 – 562 thousand of viewers per an episode, whereas Dr. House
shows the ratings of up to 1 million of viewers) as well as less attractive time but it in no
way discourages its fans who in the USA almost immediately get the previous episodes
so that they could discuss the plot, or purchase it on DVD as a whole series. Since 2005,
the series has been regularly nominated or awarded the Golden Globe or EMMY awards
in the category of best TV programmes. The number of characters offers many opportunities for viewer’s self-identification with them since the plot is primarily focused on
the characters’ privacy. At the beginning it is the group of five residents who have just
successfully finished their studies at the faculty of medicine and have entered the Seattle
Grace hospital. Each of them represents a different type of man. They all however shave
the dream of one of the legendary surgeons of whom they had read before. All of them
spend most of their time in the hospital and offer a rather peculiar sense of humour just
to hide their emotions provoked by various incentives.
Grey‘s Anatomy Reflections as Perceived by its Audience
and Fans
When choosing the method, I started from the experience of authors of comparable studies and from the methodical trend in the sphere of fan studies. The traditional
methods of social researches in forms of interviews of the target group are criticized for
their inability to capture the experience of mediated lives (Alasuutari, 1999 In Harrington – Bielby, 2007), and within the context of the fan studies, current leading representatives of the subject field often mark them as incapable of giving the true picture of the
certain obscurity of the fan’s pleasures (Hills, 2002 In Harrington – Bielby, 2007). At
present, the research in the sphere of fan studies inclines to the ethnographic studies that
are considered the ideal method of studying the current reception of media.2 The virtual
ethnographic studies also allow for more effective combination of the methods: combination of observations (for instance fan fiction, fan websites, fan art), participating
observations and interviews (discussion forums).
During the time of the research, I had known the respondents of this study for
more than a year from the Grey’s Anatomy discussion forum at the Czech-Slovak Film
Database, which enabled long observation of the development of their identification
The standard anthropological model of long-term work in the field represents main challenge for the fan
studies – instead of anthropology, it is ethnography that currently undergoes a crisis, as mentioned by Harrington – Bielby (2007)
2
101
with individual characters and their relation to the series. Five of them were long interested in the possibility of taking part in the study as the respondents. After previous
experience I decided for individual interviews carried out namely electronically, instead
of group discussions. The responses of the respondents thus show great amount of openness. None of the approached fans joined at some domestic fan websites of the TV series
was interested in collaboration.
At the beginning of watching Grey’s Anatomy, the viewers either turned on the
TV randomly or were attracted by the trailers or articles, reviews or comments. In case
of the trailer or reading the related texts, they were mostly intuitively interested by the
stylization, actors, music or atmosphere of the series that other viewers probably passed
by without a notice. I assume that this captivation works purely subjectively on grounds
of personal aesthetic preferences and socio-emotional experience of the persons. In this
case study we do not hear about any fatefulness, i.e. the exact moment of the first meeting with the series as it is common with the fans of popular audiovisual culture. Nevertheless, they are faithful viewers (compare Reeves, 1996) whom the absence of fan
expressions (compare Jenkins, 1992) does not prevent from further self-identification,
experiential learning or entertainment and pleasure from the reception.
The viewers in my study consider the series as means for showing emotions and
interpersonal relations, and they realize that for the reception of the series works as the
means of actually experiencing the situations they would never experience. At the same
time, they are critical to showing the hospital situations and medical cases. They assume
that their pleasure from the reception is based on emotional and social experience which
additionally enables their social and emotional learning by means of the self-identifying
reception of such situations (the process of learning does not happen in case of such
critical approach that prevents from viewer’s self-identification with the situation of the
fictional).
Self-identification with a Fictional Character as the
Source of Social and Emotional Learning
The narrative scheme of the episodes mingles with Meredith’s voice-over as the
independent narration above the story without the person being in camera viewfinder.
This voice-over is in form of her ideas or questions and it also works as a feedback to
the presented story. At the beginning or at the end of the episode, Meredith introduces
us with certain facts, true or moral values of the characters, relationships, friends, life
or death. Namely thanks to the introspection, Meredith becomes the most easily selfidentifiable character.
The self-identification with a character and its situation is based on comparison
of oneself and similar experience that could be transferred to completely different situations with comparable contexts. In the self-identifying stage the loyal viewers and fans
naturally and very often also deeply analyze their own situation and assess their decisions in light of the decisions of the fictional characters that appear in similar situations.
The deep comparison of the fictional character and its situation with one self
work as the key parts of the social and emotional learning (Hughes, 2007). This learning
102
then leads to strengthening of competences demonstrated namely in the social sphere.
The empathy with a character allows the viewer to obtain new experience with emotions that he or she would never experience or has never experienced in such intensity or
that he or she experienced long before. The experience obtained by means of this form
of experiential learning becomes new part of the constantly shaping personality of the
viewer (compare Hughes, 2007). And they are even more strengthened by the following
discussion of the topic with fellow viewers and friends regardless the way of communication (i.e. within the virtual groups on the internet or in real life).
Viewer’s Deliberation in Less Known Areas
The final stage is the application when the viewer strives to use the experience obtained in the course of the self-identified reflection, self-reflection and possible
following discussions to solve his or her own problems in ordinary life. Regardless
whether the story gives them a “key” to solve their situation, they are enriched by this
“identified reception”. In most of the cases they cannot simply imitate the behaviour
of the character, but there is a certain shift and personal development when the viewer
asks himself whether he would do the same or different, and analyzes the possibilities
that he would not even take into account before.
Despite the viewers are capable of identified reception they still approach the
series as the product of audiovisual culture that is fun to review critically. They can
identify themselves with a character and at the same time see the script and author’s
intentions behind it. The critical point of view and understanding the world of fiction
is part of their viewer’s passion that the reception brings about. It is an ideal harmony
of the critical point of view and identification with the fictional character when one
part of the reception procedures does not disturb the other. The loyal fans of Grey’s
Anatomy mostly criticize what they do not know or what they cannot assess in their
position (in this case it is the medical cases). On the other hand, they consider “real”
those situations that they are capable of evaluating, in this case it is the nature of
a character or their problems mostly consisting of interpersonal relations and communication.
Unfortunately, in case of the Czech and Slovak loyal viewers, we cannot confirm that Grey’s Anatomy as a TV series from medical environment works as a sufficient enlightening tool in health questions despite the TV series attempts for it and its
authors strive to present important health issues. The respondents take a too careful
approach to the topic of health to fulfil the educative message of the TV series in terms
of the health care. They more easily reach the experiential learning by self-identification with the character and define the competences in the personality, social, communication and emotional sphere. In this case the person feels safe because there are
such aspects that he or she can evaluate and thus identify with them. From the point of
view of the show it seems to be better not to attempt for simple educative lesson with
which the viewer has problem to identify, but rather for presentation of truly working
human characters. This finding cannot be considered a fundamental because the actual
experiential learning by means of self-identification with a character is already a big
enough contribution.
103
VÝCHOVA KE ZDRAVÍ PROSTŘEDNICTVÍM PŘÍBĚHŮ
FIKČNÍCH POSTAV
Abstrakt: V současnosti se stále více setkáváme se zdravotními zápletkami
v populárních filmech a seriálech západní produkce. Seriály z lékařského prostředí se
obvykle zaměřují srovnatelnou měrou na život hlavních postav, jako na lékařské situace.
Jedinec pak nabývá prostřednictvím těchto příběhů fikčních postav zkušenosti s tématem zdraví. Na příkladě fenoménu Grey´s Anatomy si vysvětlíme průběh sociálního
a emocionálního učení. Grey´s Anatomy patří k romantickým dramatům s komediálními
prvky, kde má téma života hlavních postav – lékařů přednost před epizodními postavami pacientů. Takto do jisté míry netradičně pojatý seriál se od počátku svého vysílání
v roce 2005 stal kulturním fenoménem, který si ve Spojených státech udržuje sledovanost okolo 20 milionů diváků na každou epizodu a je vysílán v hlavním vysílacím
čase. Televizní zábavní pořad v sobě nese velký potenciál přenášet na diváky výchovná
poselství, aniž by si uvědomili, že jsou formováni, a že se učí novým poznatkům, čímž
lze předejít jejich případnému odmítnutí jakýchkoli edukačních vlivů.
Klíčová slova: zdraví, fikční postava, příběhy, zkušenostní učení
104
School and Health 21, 2010, Health Education: Contexts and Inspiration
AREAS ENABLING SELF-IDENTIFICATION
WITH FICTIONAL CHARACTERS
Jana KRÁTKÁ
Abstract: Identification with fictional character and its situation is a vital part
of self-reflection as it comes out of a comparison being made between self and fictional
character and, quite importantly, from an earlier and somehow similar experiences that
can be transformed into a number of contexts. While conducting a survey based on the
use of an on-line questionnaire, we have tried to describe the specifics of audiovisual
fiction identification with contemporary Czech young people. The research sample is
made up from 2,169 respondents who participated at the data collection within a oneweek period in September 2008. The identification with audiovisual culture characters
in the case of present viewers is manifested in different areas of real life.
Keywords: self-reflection, identification, fictional character, questionnaire, research
This study attempts to describe the areas that provide space for self-identification of a young viewer with a fictional character of the audiovisual culture, i.e. what
the viewer learns during the process of self-identification. By means of the stories of
fictional characters the viewer gains experience with various topics. This experiential
learning is based on the process of self-identification with the character that is part of
the process of self-reflection (Pardeck, 1994; Sullivan – Strang, 2003; Hesley, 2001). In
the today’s (foreign) pedagogy, the new areas of the experiential learning rank among
the quite developing areas that are – in their beginnings – based on Dewey, Piaget and
Lewin, whereas the Czech pedagogy focuses above all on traditional Kolb, 1984) experiential pedagogy in its natural environment. The experiences that serve as sources of
development of a personality, social and emotional learning, however also occur under
the influence of experience as mediated by the fictional character and his or her story.
The objective of fiction is not to be considered real but – on the contrary – to
create a world that can exists by itself and that we believe to be true despite the fact it has
features that vary from our own world (Jost, 2006, pg 47). Thanks to those principles of
existence of the fictional world, the viewer can easily identify himself with the fictional
character. This identification is usually understood as finding similarities of oneself with
the respective fictional character and at the same time the desire to resemble the charac105
ter. The concept of self-identification is complex and may be defined in various manners
despite the self-identification is often considered a pure desire to resemble somebody or
be someone else (Rydin, 2003, pg 91).
The identification with a fictional character and his or her situation is part of the
process of self-reflection. It is based on comparison of the character with oneself as
well as on a previous similar experience that might be transferred into various contexts.
In the identification process we naturally and very often quite deeply analyze our own
situation and valuate our qualities and decisions in the light of qualities and decisions of
the fictional characters in similar situations. The reflection of actions and/or situations of
a fictional character of an audiovisual work is further broadened by concurrent comparisons of oneself, i.e. the reflection of the characters changes into self-reflection.
The deep comparison of a fictional character and his or her situation with oneself
acts as the key part of the social and emotional learning. This learning leads to strengthening of competences demonstrated namely in the social and emotional sphere. The
experience obtained by means of this form of experiential learning becomes new part of
the constantly shaping personality of the viewer. The final stage that may follow with a
longer lapse of time and under the influence of other reflections is the application when
we strive to use the experience obtained in the course of the self-identified reflection,
self-reflection and possible following discussions to solve our own problems in ordinary
life. Usually, we cannot simply imitate the behaviour of the character, but the personal
development occurs already by means of the reflective questions.
For the purposes of this study, the identification is understood as captivation by
the story when the recipient pouts himself in place of the hero, identifies himself with
an individual or a group of people who either resemble him or who he would like to resemble. He puts himself in their time and in the settings (compare Rydin, 2003; Pardeck,
1994; Sullivan – Strang, 2003; Hesley, 2001; Vášová, 1995). He projects his desires into
the fantasy world, achieves various accomplishments there that would be much harder
for him to achieve in the real world. It is the moment when the recipients identify the
similarities among themselves and the characters of the story. The choice of an object
is utterly unique as the recipient who chooses it despite the fact certain similarities are
found among the identified characters.
We shall not however confuse them with admired characters and situations that
fascinate people but do not resemble them nor want to resemble them. We can for instance admire brilliantly played blockbuster villains but we usually do not with them
who get regularly defeated. In the sense of this study the identification means: characters
that have something in common with the viewers (regardless whether they are satisfied
with the identified qualities); and characters they would like to be (having usually more
impressive qualities). Those two aspects usually mingle.
The objective of the research was to find the areas where the viewer’s self-identification with a character manifests most as the key part of the experiential learning,
and what the viewer most often learns during the reflective process. The responses of
respondents are divided in several categories that correspond with the areas of their
mental and social health.
106
Study Sample, Method
Primarily we were interested in the specific type of the respondents. The one that
could be – according to the arguments of researchers supporting the theory of the direct
negative impact of the media (and specifically of the fiction) on the viewers (Strasburger & Wilson, 2002; Browne & Hamilton-Giachritsis, 2005; Steward & Follina, 2006)
– most affected – young people who are regularly confronted with the fiction and who
consider it integral part of their everyday life.
By means of a questionnaire we attempted to find out the specifics of self-identification of today’s young people. The objective of the study was to learn how the people
approach the self-identification with fictional characters, what they experience and obtain from the process and in what areas their identification manifests. Despite there were
over two thousand of young people interested in the audiovisual culture in the Czech
and Slovak Republic who provided their answers in our questionnaire, we do not intend
to generalize the obtained information to the whole population of young people interested in the audiovisual culture (compare Soukup, Rabušic, 2007). On the other hand it is
obvious that more than 120 thousand registered users of the csfd.cz portal (in the time
of realization of the research) well represent a major part of young people with a deeper
interest in films and TV series in the Czech and Slovak Republic.
The distribution of the questionnaire was provided by means of the most visited domestic website about films www.csfd.cz (in time of collection of responses there
were 120,000 registered users), which ensured selection of respondents of various sex,
education etc. (we assumed that the users of this portal would be predominantly young
people whose reception, identification and communication specifics could be possibly
compared with other age categories) from the whole Czech and Slovak Republic. The
following characteristics will help to form an idea of a typical respondent from the
groups of users of the Czech and Slovak Film Database (www.csfd.cz) whose responses
served as the source for our research: the research group has 2,169 respondents who
provided their answers in the course of almost two weeks in September 2008. Of this
number, 74.2 % were men and 25.8 % were women. From the point of view of age the
most represented group was the teenagers and young adults. See
12,0
10,0
6,0
4,0
2,0
The age
107
70
56
53
50
47
43
40
37
34
31
28
25
22
19
16
13
0,0
9
Percent
8,0
From the point of view of the highest achieved education, a significant group
is formed by high-school graduates with graduate certificates (equivalent to A levels)
(about 50.3 %). 15.9 % were the university graduates, 2.9 % college graduates and
4.5 % apprentice training school graduates. In time of completion of the questionnaire,
24.8 % had (so far) completed their primary education. 1.7 % of the respondents had not
(yet) completed it. Another part of the research group (63.7 %) could be further described according the type of the current education: 25.7 % of the students were during the
research attending a high school. Even more students (26.9 %) studied for the bachelor’s
degree at a university. 10.1 % were the students of master’s study programmes and 1.7 %
(which is a rather big number) were postgraduates. 2.1 % of the total number of respondents were currently attending a primary school, 1.7 % were attending a college, 1.4 %
were attending a post-A-level language school and 0.6 % an apprentice training school.
As regards the economic situation of the respondents, our research group consists of
63.7 % of students. 31.9 % of the respondents were already working. Other possibilities were represented only minimally (2.9 % unemployed, 1.1 % housewives /
housemen and/or on maternity leave, and 0.4 % retired seniors). Typical marital status of the respondents is single (90.3 %). 8 % of the respondents were married and
1.8 % divorced or widowed. We have also learned that 91.2 % of the respondents were
childless. 4.3 % had 1 child, 3.7 % had 2 children and 0.7 % of the respondents had 3
or more children.
Results and Discussions
The self-identification of the monitored viewers with fictional characters is
manifested in various levels of their real lives. The most common is the enrichment
of our lives in the area of our way of thinking of the world, life etc. (63 % of the
respondents). Further, this self-identification with a character is manifested in the
form of expressing oneself and communication (57 % of the respondents), in the
area of behaviour and actions (53 % of the respondents) and in the view of oneself
procento
0%
20%
40%
60%
80%
100%
Thinking of the w orld, life etc.
Form of expression and communication
Behaviour and actions
Selfregard
Style of clothing or make-up
Absolutely yes
Probably yes
Choice of hobbies
Aboslutely no
Choice of friends
Probably no
108
(54 %). Less it is manifested in the area of orienting their style of clothing and
make-up (21 % of the respondents), in choice of their hobbies (17 %) and choice of
friends (10 % of the respondents).
The respondents could also freely describe other areas where their identification with the respective fictional character manifests. 607 respondents made use of this
opportunity and their responses could be divided into three categories (the number of
responses is in the parentheses):
1) Opinion of people, world, philosophy of life, sense of hope, interpersonal relations, coping with problems (254)
This category represents thinking processes that occurred under the influence
of identification with a film or TV-series character and his or her story. It includes expressions regarding the opinion on concrete issues as well as general
questions of life, as for instance coping with dissimilarities, with a loss of
a beloved person, understanding of differences between the good and the bad,
belief in hope, joy of life, possibility of coexistence with the nature etc. Often
they described a change of opinion on a certain group of people, change o
heir relationship to their family, friends or a partner. A sub-category included
statements about the change of their sense of humour, efforts to show bigger optimism and generally also higher appreciation of the role of humour in
a man’s life.
2) Choice of profession, further studies, hobbies, health, nutrition, music etc.
(310)
This category represents the respondents’ decision made on grounds of their
identification with the respective film or TV-series and their situations. It is
obvious that such “decisions” were in fact preceded by “contemplating and
forming an opinion on the matter” as described in the previous group of statements. Quite surprising is according to the experts on professional orientation the fact that 68 respondents explicitly stated that on grounds of their
identification with a fictional character hey decided for a specific occupation or studies. Another big group of respondents expressed their decision for
a specific life style (frequently mentioned was the adjustment of boarding habits), for their future etc. Despite the fact that the choice of hobbies was mentioned in the list of activities in the questionnaire, many respondents mentioned
another leisure-time activity that they chose thanks to their favourite fictional
character (for instance the frequently mentioned sport, arts, reading, choice
of music, author’s self-realization). The marginal decisions for the life of respondents who stated that based on their favourite fictional characters they
chose a concrete type of a car, hair-do, meal, rink etc., could be considered
only rather interesting. What however occurred a few times was the choice of
a partner on grounds of his or her similarity with the favourite fictional character.
3) Motivation, personality development, efforts, strength, determination (43)
109
In this area the respondents usually mentioned encouragement self-respect, self-esteem, and determination to be who they are.
Some respondents (their years of birth are in the parentheses) unknowingly mentioned features typical for reflective course of the process of self-identification with
a fictional character as for instance: discovery of common characteristics with the fictional character (1988) – awareness of problems (1989) – self-evaluation (1988) – empathy and experience of the situation together with the character (1979) – an idea of how
would I react in the given situation of the main character (1972) – the more films I see,
the more experience I get from the life of the others (1990) – films motivate me to be
a better person (1988) – self-refection (1981).
Conclusion
The stories provide both the benefit in the cognitive field and they are capable of inducing and “discuss” the affective and social type of information (Fiore, Metcalf and McDaniel,
2007, pg. 41). Generally we may say that sharing the experience with the fictional character
creates opportunities for reflections of personal experience, and the identification with the fictional character creates an opportunity for self-reflection. Although the learning environments
emerging by our discoveries of relations between the stories and us may seem to be rather
chaotic, this process remains irreplaceable and elementary form of lifelong learning.
The areas were the process of identification o the viewer with the fictional character manifests most frequently usually correspond with the areas of social and mental
health. Besides that we also see how the viewer is influenced in his or her boarding
habits and lifestyle, and some respondents even mentioned that after watching the series
they became more interested in the area of “health”.
The article contains only selected findings from our research. We are aware of
the fact that such partial research findings do not allow us to draw more general conclusions. In our data analysis we did not deal with the statistical significance of hypotheses,
which is traditional and very often overestimated in the (Czech) social sciences, not that
the above-specified sample would be less interesting but according to objective statistical points of view it is not representative enough. We however do not consider it an
essential shortcoming that would exclude the possibility to obtain scientifically relevant
information (compare Soukup – Rabušic, 2007).
OBLASTI, V NICHŽ SE PROJEVUJE ZTOTOŽŇOVÁNÍ SE
S FIKČNÍMI POSTAVAMI
Abstrakt: Ztotožnění s fikční postavou a její situací je součástí procesu sebereflexe. V identifikačním procesu zcela přirozeně a přitom často do velké hloubky analyzujeme svoji vlastní situaci a hodnotíme své vlastnosti a svá rozhodnutí ve světle vlastností a rozhodnutí fikčních postav v obdobných situacích. Pomocí dotazníkové metody
byla zjišťována specifika identifikace u současných mladých lidí. Výzkumný soubor
tvoří 2 169 respondentů, kteří odpovídali v průběhu necelých dvou týdnů v září 2008.
110
Ztotožňování se s postavou audiovizuálního světa se u sledovaných diváků projevuje
přesahem v nejrůznějších rovinách reálného života.
Klíčová slova: sebereflexe, identifikace, fikční postava, dotazník, výzkum
111
School and Health 21, 2010, Health Education: Contexts and Inspiration
THE TEACHER AS A MODELLING FACTOR
OF LITERARY POETICS AND GENRE
STRUCTURE
Ivo POSPÍŠIL
Abstract: The author of the present study analyzes the role of the character of the
teacher in literature as a modelling factor of literary poetics and genre structure. The
theme of the teacher needs certain literary forms, certain morphology, usually a certain
genre, literary kind based on different semantic levels (critical, satirical, humouristic,
psychological, philosophical and existential); it is demonstrated on the material of the
prose works by B. Němcová, Z. Winter, A. P. Chekhov, J. Drda, Ch. Aitmatov, J. Škvorecký, and G. Swift. Literature likes human characters who have special professions
and can become symbols, emblems of human fates in general. Besides soldiers, national
heroes, political leaders, doctors of medicine, solicitors etc., an important position is
occupied by teachers. Though the social and power role of the teacher is still weaker, in
literature there is quite a lot od arguments why it is so.
Keywords: the character of the teacher in literature, poetics, genre structure,
critical, satirical, humouristic, psychological, philosophical and existential semantic levels (B. Němcová, Z. Winter, A. P. Chekhov, J. Drda, Ch. Aitmatov, J. Škvorecký,
G. Swift)
In literary scholarship or criticism the problem of the subject or theme has always
been solved in relation to poetics or poetology, i. e. to the morphology of the literary
artefact. There has always been a clash of the two principles: theme/subject/story/plot
(the terms are evidently often used in different meanings in connection with the methodology each school of literary criticism insists on) and poetics, i. e. literary morphology.
The character of the very relation is two–sided: the subject/story/plot influences and
forms the poetics of the artefact, on the other hand, the conventional genre structure
determines – in a way and to a certain extent – the shaping of the story/plot. It is obvious
that the depiction of the Napoleonic wars in Tolstoy‘s War an Peace needs a different
genre structure than the description of a love affair or a passing amorous passion. This
is the pathos Victor Shklovsky develops when he – of course, much later after his formalist period – speaks about the content form and the formative content. Obviously, the
113
problem does not consist in the priority of either form or content in the original meaning
of the Russian formalism concept but in the dialectical bonds between the two poles of
artistic creation.
The aim of this concise contribution is not the mechanical description of how
the subject of the teacher or teachers has been realised in literary artefacts, but, on the
contrary, the analysis of the pressure the subject/story/plot generates upon the form and
genre structure of literature. Therefore, the subject of the teacher in literature does nor
represent a mere collection or array of various examples or realisations, but the comparatively complicated processes of genre formation under the impact of content elements
of the plot. The figure of the teacher is, consequently, not only an artistic reflection of
the human character‘s reality, but through the intrinsic potentiality the very demiurge of
a literary creation.
Thus the theme of the teacher might influence both the morphological and content structure of the literary artefact: we used the similar method several yaers ago when
writing about the phenomenon of madness in the 19th- and 20th-century Russian literature.1 The enclave character of Russia preserving the European Middle Ages against the
Reformation and also contacting the Europe of Modern Times manifested the enclave
character of Russian culture connecting the allochthonous and autochthonous impulses.
The subject of madness appears on the following three levels: 1. As a destruction of
rationality, rational and moral structure of the world under the impact of existential aspects leading to disintegration of human beings. 2. As a social and ethical substitution in
which the category of madness can help the characters to overcome their social barriers.
3. As a compromising, imposed social role. For example, in Pushkin’s poetic and dramatic works the presence of the motifs of madness leads to various genre transformations:
from Shakespearean drama to the existential dramatic structures as a result of the generic modification of medieval exempla. The motifs of the disintegration of reason functions as a catalyzer of the restructuralization of the original genre which becomes another,
new genre basis: the lyric-epic poem becomes the inverted narrative poem of historical
character, the burlesque poem tends to psychological novella, the historical ode changes
into the tragedy of the personality, the dramatic exempla into existential tragedies.
The theme of the teacher is determined by literary streams, by the aesthetics the
streams imply (Romanticism, realism, modernism) and by their generic basis: on the
other hand, the theme itself may lead to specific ideological and morphological levels: to
didactic, exemplary contemplations, nostalgic memories of the past, to the idealisations
of childhood, to the protest against normative history, against the passive role of men
and women, to madness or to the category of the fool or foolishness2, but also to humour
and satire. The teacher is often depicted as a stranger, fool, naive and simple man, as
somebody who has a very low social status, a humble servant of the urban or rural society, a good man who shares the interests of the community he/she lives in and those
of his/her pupils/students; on the contrary, he may represent a repulsive type of man,
traitor, crawler, a dunce, primitive who cannot understand the simplest and elementary
human moral principles. In general, the teacher is very often manifested as an outcast,
permanently degraded by the society who is forced to behave as extremely dependant
1
2
I. Pospíšil: Fenomén šílenství v ruské literatuře 19. a 20. století. Masarykova univerzita, Brno 1995.
See D. Hodrová: Hledání románu. Kapitoly z historie a typologie žánru. Čs. spisovatel, Praha 1989.
114
and whose moral behaviour is being affected by the tendency to mechanical respect for
social and professional hierarchies.
Speaking about literary genres the teacher theme leads to the philosophical contemplation, to moralizing and descriptive prose, to the university novel or to the novel
of the fool, possibly the most profound level of the teacher theme. The thematic level of
the main character forms and formulates its literary expression, searches for its adequate
genre structure. To sum up, the teacher subject which is by no means an ordinary cluster
of everyday motifs, but very often something specific, extraordinary, exclusive, not normal even if the main character does represent a disgusting example of human character.
So to speak, paradoxically, the teacher who is usually regarded as a very conforming,
loyal, cowardly type of man, reveals his/her non-conforming, protesting, non-loyal construction. Therefore his/her factual impact on the aesthetic and genre structure of literature is much stronger and stranger than that of other figures, characters and heroes. Vice
versa: literature in general is probably the only field in which the teacher even nowadays
might represent the real, consistent and strong human character: neither the didactic nor
examplary one, nor the cowardly and disgusting.
From the historical point of view it is understandable that the perception of the
teacher outside literature and arts in general developed due to his/her social position
and moral status; he/she reaches his/her culmination in the Enlightenment period and
mainly later in the 19th and 20th centuries when his/her role was exaggerated which was
manifested more in his/her moral and ethical than economic position; in interwar Czechoslovakia even his/her economic position in connection with the other strata of society improved a great deal, but in literature the character of the teacher has always stood
extremely high, and the words „extremely“ or „extreme“ have also other meanings in
this context as he/she has always occupied an extreme position as a literary character,
at least in the eyes of the reading public: too moralistic, sometimes extremely loyal or
even humbled, another time cowardly, wicked, malicious, sometimes heroic, sometimes
reflecting and profound, but never medium-sized, average, colourless. Probably it was
the literature, the belles-lettres which provided the teacher with the spiritual qualities he/
she has never or very seldom had in reality.
Let us have a look at a cluster of literary patterns in which the character of the teacher shine with brilliant intensity. We have chosen several literary prose artefacts from
various national literatures which illustrate the intrinsic modifications of the character
of the teacher in literature on the one hand and its role in the formation of poetological
and generic structure of literature on the other.
The Czech „postromantic“ writer Božena Němcová’s (1820? - 1862) Pan učitel
(1860, A Teacher) shows „her“ teacher as a modest, pleasant and humanist character,
a typical representative of little Czech men who created the Czech national character
at least in the country among the poor peasants. Her simple, transparent depictions reveal 19th-century Czech village social structure with the Catholic priest, teacher, peasants and poor people idealizing the character of the teacher with his sad fate, with
his non-romantic behaviour, rather sentimental moods and simple, didactic, instructive,
religious and moderately optimistic (that of the Enlightenment tradition) vision of the
world. Němcová characterizes him as a bridge on which the child can easily get from
the bank of the childhood to the opposite side of the adulthood, stressing the teacher’s
115
ability to enable a simple socialization, adaptation to the prevalently inimical world.
In her descriptions of the village school the authoress accentuates the sentimentalist/
preromantic opposition of urban and rural environment. The short story or novella has
a memoir character: it depicts the evolution of the relation of a small girl to her village
teacher from the first years at school up to the teacher’s death. The incipit of the short
story manifests the people’s hopes and understanding of the role of the school in the
19th century; at the same time, the short story manifests the authoress’ own ethical and
aesthetic conceptions, her preference of the village life, the idealization of simple people
and the role of the social elite, taking into account the teacher’s economic motivation:
„Mysliliť moji rodiče a nemýlili se, že k životnímu vzdělání mi lépe škola vesnická
s řádným, svědomitým učitelem než škola městská poslouží. Znaliť bezpochyby, že
nejen ve městě, ale sem a tam i v městečku hrává si učitel na pana profesora a dává si
taktéž říkat od rodičů i od žáků a v té důmince že se nesníží, jak toho třeba, k žákům
svým, ani v mluvení ani v obcování; pracujeť obyčejně napřed se zámožnějšími, a poněvadž, jak desátá a čtvrtá hodina padne, od učení přestává, pro děti nuznějších rodičů
času mu nezbývá; v hodince, v privátě, za něž zvláštně má placeno, odhaluje teprv
tajnosti všelikera umění, dělá nejdůležitější úkoly, opravuje bedlivěji a mírněji všeliké
poklesky dětské. Však nižší městské školy bývají velmi přeplněné a těžko jimi k vyšším,
prázdnějším třídám probřednouti.“3
The teacher had no good reputation because of his/her poverty, weak hygiene
and physical punishments he carries out: „Vždy mi doma u nás říkávaly děti, že je pan
učitel ušňupaný, že má vestu a prsty samý tabák, že nosí pod paží rákosku, a když se
rozzlobí, že zaskřípá zuby, že si položí dítě přes koleno a kam řeže tam řeže. Učitel byl
pro mne tedy člověk hrozný, ošklivý a bála jsem se ho více než Mikuláše.“4 Her real
teacher, on the contrary, demonstrated quite different qualities: kindness, love of nature,
understanding, empathy, social feelings, love of books, culture and education; he has
often become a natural tutor and spokesman of the interests of the people: „Byltě pan
učitel učiněná dobrota a láska jak k nám, tak i k lidem. - Kdo jaké rady potřeboval, jakou
stížnost měl, kdo prosbu jakou neb žádost napsanou míti chtěl, každý jen k panu učiteli,
poradil a posloužil každému poctivě, nežádaje odměny.“5
If he was a friend of the priest or other powerful and influential people in the village, he could even more help their neighbours. Nature, music, culture, books – there are
the spheres in which the teacher seemed to be unsubstitutable. Němcová also presents
the teacher’s life portrait, his intimate problems and tragic fate of his family when she is
by chance present at his funeral. The old-world model of the teacher the reader can find
in Němcová’s Pan učitel represents the serious beginning of the Czech tradition of the
literature on teachers: the natural continuation is manifested by the so-called university
novel. It may seem paradoxical and even ridiculous, but the model is quite similar; the
teacher no matter which type of school he/she comes from still fulfills the main tasks of
his/her profession in changing social situations which reveal more intimate and complicated parts of his/her life due to his/her more complicated social functions.
While Němcová constructs his image of the teacher due to the contemporary
situation of the mid-19th century, the Czech historical novelist Zikmund Winter (1846B. Němcová: Pan učitel. Praha 1958, p. 8.
B. Němcová: Pan učitel. Praha 1958, p. 12.
5
B. Němcová: Pan učitel. Praha 1958, p. 29.
3
4
116
1912) looks back to describe the life of a bachelor in the Central-Bohemian town of
the period of the Renaissance in his novella Nezbedný bakalář (1883, The Naughty
Bachelor). The teacher with university ideals directly taken from Charles University,
with a relative freedom of the students’ behaviour and morals has to be confronted with
everyday routine and tension in social relations far from the ideals of free society: „Do
města vjel bakalář na plesnivém valachu napřed, za ním fasuňk se studenty. Primáné
a sekundáné jsouce nejstarší a nejrozumnější, zpytavě hleděli na obě strany nového svého vůkolí; terciáné a ostatní drobotina nepřestali se ani teď, když na ně rakovnická obec
seběhla se podívat, trhati se za nosy a štěbetati jako housátka.“6
Z. Winter – unlike B. Němcová – is a pure realist, depicting the everyday details
including the bachelor’s realist attitude to life: a touch of sadness and nostalgia pervades the tiring depictions of the life in a little town close to Prague especially when the
novelist accentuates the didactic, the national and the revival role of the bachelor in the
sense of the 19th-century Czech national revival programme: „Když neměl pan bakalář
hlavu pitím obtíženu, byl učitelem i správcem školy výborným. Milá byla slova, když
se ve škole mezi primány a sekundány, kteříž v jedné síni seděli pohromadě, bakalář
rozhovořil se o tom, jak veliké věci předkové naši před celým světem dovozovali.“7
Anton Pavlovich Chekhov (1860-1906) – besides humouristic short stories,
world-famous dramas and the only novel called Sakhalin (1893) - wrote several novellas
with striking melancholic and nostalgic atmosphere. One of the most expressive is the
novella Учитель словесности (1894, The Teacher of Literature). The plot is based on
the disillusionment of an ageing teacher who gets even with his life: „Мартовское солнце
светило ярко‚ и сквозь оконные стекла падали на стол горячие лучи. Было еще
только двадцатое число‚ но уже ездили на колесах‚ и в саду шумели скворцы. Позже
было не то‚ что сейчас вот войдет Манюся‚ обнимет одною рукой за шею и скажет‚
что подали к крыльцу верховых лошадей или шарабан‚ и спросит‚ что ей надеть‚
чтобы не озябнуть […] Меня окружает пошлость и пошлость. Скучные‚ ничтожные
люди‚ горшочки со сметаной‚ кувшины с молоком‚ тараканы‚ глупые женщины...
Нет ничего страшнее‚ оскорбительнее‚ тоскливее пошлости. Бежать отсюда‚ бежать
сегодня же‚ иначе я сойду с ума!“89 The desire, longing for leaving the tedious life full of
stereotypes reminds of Tolstoyan philosophy of „non resisting evil through violence“.
The profound view of life is also represented by The Centaur (1962), a novel by
John Updike (1932-2009) in which the teacher presents himself as a mythical being
from ancient Greece tossed between the lofty ideals and banalities of everyday life.10
Z. Winter: Nezbedný bakalář (Starobylý obrázek z Rakovnicka). Melantrich, Praha 1984, p. 44.
Z. Winter: Nezbedný bakalář (Starobylý obrázek z Rakovnicka). Melantrich, Praha 1984, p. 64.
А. П. Чехов: Учитель словесности‚ in: А. П. Ч.: В человеке должно быть все прекрасно...Письма‚
рассказы‚ пьеса. „Молодая гвардия“‚ Москва 1980, pp. 197-198.
9
During John Updike‘s short stay in Brno in 1986 I met him and made a concise interview with him. It is characteristic that he knew and praised modern Russian Soviet prose (mainly the so-called village prose, specially
V. Rasputin) and, of course, the Russian classical literature, including Tolstoy, Dostoevsky, and Chekhov. See
our article and interview with Updike: John Updike v Brně. Rovnost 8. 4. 1986, p. 5. Some new comments see
our remark: Pozapomenutý rozhovor s Johnem Updikem v Brně. Salon, Právo, 25. 9. 1997, s. 2.
10
Jna Drda (1915-1970) was a writer of quite a complicated life and ideological position. He became famous
as early as the 1940s in the framework of the phenomenon of „the Protectorate prose“, the literature characterized by specific poetics based maily on pychological introspection and a more expressive style (Městečko na
dlani, 1940; Živá voda, 1941; Putování Petra Sedmilháře, 1943; his colection of short stories from the Prague
anti-Nazi uprising in May 1945 Němá barikáda - The Dumb Barricade, 1945 - the short story Vyšší princip –
The Higher Law - is its part) was one of his last aesthetically valuable artefacts).
6
7
8
117
The informal heroic behaviour can be demonstrated by the Czech writer Jan
Drda’s11 short story Vyšší princip (The Higher Law); the title goes back to the frequent
saying of the teacher of Latin at a Czech grammar school during the German Nazi
occupation in the period of the so-called Heydrichiade, Nazi terror following after the
assassination of the German Reichsprotektor Reinhard Heydrich in summer 1942. If the
reader wants to understand this short story in 4 pages in its complexity, he should be informed about the details of the Protektorat Böhmen und Mähren including the closing of
Czech universities and colleges after mass demonstrations in Autumn 1939 celebrating
the anniversary of the foundation of the Czechoslovak Republic mainly the university
students participated in. The teacher (in Czech he is labelled „professor“ according to
fashionable French titles) is not definitely a heroic character, rather just the opposite;
he is interested only in Latin and the life in his ancient Graeco-Roman world. But the
horrible situation which irreversibly touched his Latin class made him the man who not
only risks his life, but expresses his great trust in his students; he completely fulfilled
his human fate and his civic duty. In the very begining he is being represented more or
less as a ridiculous oddity who is manifested also by his appearance: „V neohrabaných,
špatně žehlených šatech venkovského střihu, obličej zdolíčkovatělý obrovskými jizvami po černých neštovicích, a aktovkou věčně zatěžkou klasiky, z nichž citovával dlouhé
odstavce opojen krásou textu a zapomínaje na svůj krákoravý hlas, byl pro septimány
figurkou krajně komickou.“12 In such words the author describes the cathartic moments
of the plot: „Kolega Vyšší princip se vrátil do třídy za pár minut. Nohy se pod ním
chvěly, že sotva došel ke katedře. Zhroutil se na židli, sevřel své obrovské vypouklé
čelo kostnatými prsty, a dočista přejinačeným, dětsky naříkavým hlasem tiše bědoval:
Neslýchané...Neslýchané! Pak se přece jenom vzmužil, a pohlédnuv do očí své třídy,
zkamenělé zlou předtuchou, chraplavě koktal: Vaši...vaši...spolužáci..byli zatčeni... Jaké
absurdní – nedorozumění ...moji...moji...žáci...[...] Také já...schvaluji atentát na Heydricha.“13 The situation stylized in concise, compressed manner (the homonymous Czech
film, 1960 – director Jiří Krejčík – was too lengthy and therefore much less effective)
needs the knowledge of some other typically Czech allusions linked with the specific
period of the Nazi occupation and with the Czech historical emblems (confirmation of
the assassination of Reichsprotektor R. Heydrich, the enforced approval with executions
of political opponents in the 1950s, the so-called coping with the religious question in
1958, the disagreement with the Soviet occupation in 1968, etc.).
One of the few Soviet Kyrgyz world-famous writers Chingiz Aitmatov (19282008)13 cultivated, above all, the topics of a creative man, either painter or writer as
a main character or a narrator of the plots. One of his earliest short story written in both
versions (Kyrgyz and Russan, later he wrote prevalently in Russian, e. g. his magical, mythological novels The Day Lasts More Than a Hundred Years - И дольше века
длится день, 1980, The Scaffold - Плаха, 1986, Cassandra’s Brand - Тавро Кассандры,
J. Drda: Vyšší princip, in: J. D.: Němá barikáda. Čs. spisovatel, Praha 1985, p. 24.
J. Drda: Vyšší princip, in: J. D.: Němá barikáda. Čs. spisovatel, Praha 1985, pp. 26, 28.
13
See R. Porter: Four Contemporary Russian Writers. Berg Publishers, Oxford - New York - Munich 1989.
See our review: Čtyři podobizny. Čs. rusistika 1990, 5, pp. 288-291. See also our treatises on Aitmatov:
Trnitá cesta k zralému lidství. Světová literatura 1981, 5. Touha po románu: Ajtmatovo Popraviště. Kmen
50, 17.12.1986. Ajtmatovova cesta k románu: druhý pokus. Světová literatura 1987, 4, pp. 233-235. See also
our book Spálená křídla. Malý průvodce po české recepci ruské prózy 70. a 80. let 20. století. Masarykova
univerzita, Brno 1998.
11
12
118
1996) is The First Teacher (Первый учитель‚ 1962) in which the author synthetizes
his Romanticism, love of creativity, humanity, nature and human transformation of interpersonal relations manifesting the October Revolution in an idealised shape: „Но в
том-то и дело‚ что в те дни люди по темноте своей не придавали значения учебе‚
а Дюйшена считали в лучшем случае чудаком‚ который возится с ребятишками от
нечего делать. Охота тебе — учи‚ а нет — разгони всех по домам. Сами они ездили
верхом и в переправах не нуждались. А все-таки следовало‚ конечно‚ нашему
народу призадуматься: ради чего этот молодой парень‚ который ничем не хуже
и не глупее других‚ ради чего он‚ терпя трудности и лишения‚ снося насмешки и
оскорбления‚ учит их детей‚ да еще с таким необыкновенным упорством‚ с такой
нечеловеческой настойчивостью?“14
The connection of the main character with nature and with the lives of simple
village people is the thematic dominant and the source of his strength as well as the
poetical passages of the narrator of the story: „Может быть‚ это и была первая весна
моей юности. Во всяком случае‚ она казалась мне краше прежних весен. С бугра‚
где стояла наша школа‚ открывался глазам прекрасный мир весны. Земля‚ словно
бы раскинув руки‚ сбегала с гор и неслась‚ не в силах остановитсья‚ в мерцающие
серебряные дали степи‚ объятые солнцем и легкой‚ призрачной дымкой. Где-то за
тридевять земель голубели талые озерца‚ где-то за тридевять земель ржали кони‚
где-то за тридевять земель пролетали в небе журавли‚ неся на крыльях белые
облака. Откуда летели журавли и куда они звали сердце такими томительными‚
такими трубными голосами?“15
In connection with the contemporary tragic situation in Kyrgyzstan and other
countries of the former Soviet Central Asia Aitmatov seems to have been a typical representative of the conviction that education, culture and arts are the main successful
tools in the process of humanization of mankind in which the teacher plays the most
important role - one of the Enlightenment illusions.
On the contrary, one of the most negative image of the teacher in world literature
is represented by the novella The Legend Emöke (1963, Legenda Emöke) by the Czech
prose writer and translator Josef Škvorecký (born 1924). The novel as a result of the liberalization wave in the Czechoslovakia of the 1960s contains nearly all important „cursed questions“ of Czech and Czechoslovak history including the expulsion of Germans
and Hungarians after 1945, cold war events and atmosphere and – above all – the type of
a teacher as the most repulsive character – opposing a beautiful Hungarian lady named
Emöke – who is not able to learn even a simple party game. The hatred and contempt of
teachers is firmly confirmed in Czech social environment and represents the reverse side
of Němcová’s love of her teacher and his idealization in the sense of the Enlightenment
ideals; the teacher here is rather a symbol of immoral adaptability, endless flexibility,
animality, opportunism and cowardly behaviour. The teacher in the Czech environment
never evokes neutral reactions, rather always the prejudiced ones, nowadays mostly
only negatively („they have holidays, therefore their profession is not a real work where
there is only a holiday; though everybody knows this is a disinformation, everybody
likes to use it; famous a school cleaning woman’s statement: „Everybody can make it:
14
15
Ч. Айтмaтов: Первый учитель. Москва 1978, p. 32.
Ч. Айтмaтов: Первый учитель. Москва 1978, p. 41.
119
to dress nicely and stand before the class“; I have even the suspicion that at universities the bureaucracy often does not understand why – except the clerks – there are also
professors and students). At the same time, the opposition of the poetical legend and a
opportunist, unimaginative character of the teacher as part of „the legend“, the narrated
story and the constructed plot brings the nostalgia and weariness of life, and the art of
narrating as a creative aspect of human activity; it is probably not accidental that the
similar motifs of creativity are connected with both the negative and the positive character of the teacher who as if evoked these motifs and aspects: „Příběh se stává a zapadá
a nikdo jej nevypráví. Potom někde žije člověk, odpoledne jsou horká a marná a přijdou
vánoce a člověk umírá a na hřbitov přibude nová deska se jménem. Dva, tři, muž, bratr,
matka nosí ještě několik roků to světlo, tu legendu v hlavě, a potom také umřou. Pro děti
je to už jen starý film, nezaostřená aura rozlité tváře. Vnuci nevědí nic. A ostatní lidé
zapomenou. Pro člověka není už ani jméno, ani vzpomínka, ani prázdno. Nic.“16
The negative and contemptuous relation to teachers is only insufficiently sneaking feature of the contemporary Czech society, though outwards it is evaluated as
prestigious. One of the striking examples may be one passage from the memoirs of the
secretary of the former Czechoslovak Union of Writers (in the 1960s) Vlastimil Maršíček (1923-2000) quoting another Czech writer František Flos (1864-1961), a school
inspector by profession, who even rejected to pay the teachers their daily allowance for
their rare business trips: the teacher is not a mere profession, it is a mission, so they do
not need any money.17
The British prose writer Graham Swift (born 1949)18 in his novel Waterland
(1983) presents the character of the teacher of history who revolts against the traditional
concept of history as a process realized by great men and women only: „What is a history teacher? He’s someone who teaches mistakes. While others say ,Here’s how to do
it’, he says, And here’s what goes wrong.’ While others tell you, This is the way, this is
the path’, he says, And here are a few bungles, botches, blunders and fiascos...’ It does
not work out; it’s human to err...“19. He starts teaching quite a different history of little
people not from above, but from below coming to the realistic, rather skeptical view of
the world’s evolution (About Empire-Building): „Once upon a time people believed in
the end of the world. Look in the old books: see how many times and on how many pretexts the end of the world has been prophesied and foreseen, calculated and imagined.
But that, of course, was superstition. The world grew up. It didn’t end. People threw off
superstition as they threw off their parents. Then said ,Don’t believe that old mumbojumbo. You can change the world, you can make it better. The heavens won’t fall.’ It was
true. For a little while – it didn’t start so long ago, only a few generations ago – the world
went through its revolutionary, progressive phase; and the world believed it would never
end, it would go on getting better. But then the end of the world came back again, not
J. Škvorecký: Legenda Emöke. Čs. spisovatel, Praha 1963, p. 7.
See V. Maršíček: Nezval, Seifert a ti druzí… Necenzurovaný slovník českých spisovatelů. HOST, Brno
1999. See also our review: Noblesa, upřímnost, kouzlo nechtěného a sami proti sobě. KAM-příloha 2000, 2
(únor), p. VI-VII.
18
See his novels The Sweet-Shop Owner (1980), Shuttlecock (1982), Waterland (1983), Out of This World
(1988) Ever After (1992), Last Order (1996), The Light of Day (2003), Tomorrow (2007), Making an Elephant: Writing from Within (2009).
19
G. Swift: Waterland. Pan Books Ltd., The Picador Edition, London 1981, p. 203.
16
17
120
as an idea or a belief but as something the world had manufactured for itself all the time
it was growing up. Which only goes to show that if the end of the world didn’t exist it
would be necessary to invent it. There’s this thing called progress. But it doesn’t progress. It doesn’t go anywhere. Because as progress progresses the world can slip away.
It’s progress if you can stop the world slipping away. My humble model for progress
is the reclamation of land. Which is repeatedly, never-endingly retrieving what is lost.
A dogged and vigilant business. A dull yet valuable business. A hard, inglorious business. But you shouldn’t go mistaking the reclamation of land for the building of empires.“20
Thus the teacher in Swift’s conception became a visionary and a prophet of new
attitude to mankind’s history and - more or less – to the core of human existence, and
that is probably the most philosophical level the topics ever reached.
Literature likes human characters, who have special professions and can become
symbols, emblems of human fates in general. Besides soldiers, national heroes, political
leaders, doctors of medicine, solicitors etc., an important position is occupied by teachers. Though the social and power role of the teacher is still weaker, in literature there
is quite a lot od arguments why it is so.
UČITEL JAKO MODELUJÍCÍ FAKTOR LITERÁRNÍ
POETIKY A ŽÁNROVÉ STRUKTURY
Abstrakt: Autor přítomné stati analyzuje úlohu postavy učitele v literatuře jako
modelující faktor literární poetiky a žánrové struktury. Téma učitele vyžaduje jisté literární tvary, určitou morfologii, obvykle jistý žánr, literární druh založený na různých
sémantických rovinách (kritické, satirické, humoristické, psychologické, filozofické
a existenciální); tu se předvádí na materiálu prozaických děl B. Němcové, Z. Wintera,
A. P. Čechova, J. Drdy, Č. Ajtmatova, J. Škvoreckého a G. Swifta. Literatura má ráda
lidské postavy, jež mají zvláštní profesi a mohou se stát symboly, emblémy lidských
osudů obecně. Kromě vojáků, národních hrdinů, politických vůdců, lékařů, advokátů
atd., mají tu významnou úlohu také učitelé. I když jejich společenská a mocenská role
stále slábne, v literatuře je dost argumentů, proč tomu tak je.
Klíčová slova: postava učitele v literatuře, poetika, žánrová struktura, kritická,
satirická, humoristická, psychologická, filozofická and existenciální sémantická rovina
(B. Němcová, Z. Winter, A. P. Chekhov, J. Drda, Ch. Aitmatov, J. Škvorecký, G. Swift)
20
G. Swift: Waterland. Pan Books Ltd., The Picador Edition, London 1981, p. 291.
121
School and Health 21, 2010, Health Education: Contexts and Inspiration
CHILDREN’S CONCEPTIONS OF HEALTH,
ILLNESS, DEATH AND THE ANATOMY OF
THE HUMAN BODY
Iva ŽALOUDÍKOVÁ
Abstract: This paper focuses on children’s naïve, spontaneous conceptions and
perceptions of the terms health, illness and death and their perceptions of the anatomy
of the human body as important starting points for health education for children at the
first level of primary school. It presents research on this issue conducted by authors in
the Czech Republic and abroad, and the author’s own investigation into conceptions
of health and illness among children at the first level of primary schools in the Brno
area. It also provides a comparison of scientific theories and children’s perceptions and
emphasises the necessity of understanding children’s naïve conceptions in order for the
teacher to induce conceptual change in the educational process.
Keywords: children’s conceptions of health and illness, children’s conceptions of
death, anatomical conceptions, health education
Introduction
A number of fields, such as clinical psychology, social medicine, clinical branches of medicine, pedagogical psychology, developmental psychology, cognitive psychology, and specialist didactics, have taken an interest in the subjective interpretation
of phenomena such as health and illness, death, life, health support, disease prevention, parts of the body, the human organs, etc. since the nineteen seventies and
eighties.
The older current of research into the subjective conception of health and
illness was generally performed by doctors and psychologists, and investigated the patient’s perceptions and beliefs about illness, tending to place the emphasis on the affective aspect. The younger current, which has largely adopted the implicit theory of
illness, has focused to a greater extent on the cognitive aspect of the issue. Research
was initially devoted to explaining why patients do not co-operate with doctors and why
they fail to observe their instructions during treatment. The reasons for this may have
been the subjectively perceived seriousness of their medical state and the danger posed
by it, and their subjective perception of the sensitivity and vulnerability of the organism.
123
The subject later began to interest educators, principally in terms of the search for an
appropriate didactic approach to such phenomena as health, illness and death, and even
photosynthesis, the air, galvanic cells, ecosystems and so on, i.e. issues falling largely
within the natural sciences.
Why has the level of interest among specialists in people’s subjective opinions
increased in recent decades; why are they concerned with what we now refer to as preconceptions or conceptions of health and illness and the intellectual representation of
health and illness? The answer is clear. They help doctors take an appropriate approach
to the patient and to more effective treatment of the patient. They give teachers an insight into the pupil’s interpretation of the concept, on the basis of which they can then
act more effectively within the educational process.
It has been shown that the subjective perception of health and illness has a
fundamental influence on the behaviour of the given person in respect of his or her own
health. It would seem to act as a “filter”, which lets only certain information through. It attributes an individual seriousness to this information, which in turn influences
their personal approach to it. It supports the protective mechanisms of the individual
in respect of external attempts to implement change, it admits only certain schemata,
accepts only certain causes, sometimes rejecting the medically serious consequences of
inappropriate behaviour that endangers the health, etc. (Mareš 1993). Similarly, it influences the acceptance of new information relating to health provided by the media or by
school teaching, both in programmes of primary prevention and as part of the general
curriculum.
Many foreign studies confirm the fact that the subjective understanding of the
concepts of health and illness goes through certain phases or stages corresponding to
Piaget’s stages of cognitive development (the pre-logical, concrete and abstract stages).
Conceptions of health differ according to age and the cultural and social framework of
the society in which the child lives. E.g. Pridmore, Bendelow (1995) a study of 100 children in Botswana aged 9–10, and in the UK (100 children) Oakley, Bendelow (University of London) using the Draw-and-Write method. Also the study by Piko and Bak (2006)
University of Szeged, determining the perceptions of children (aged 8–11) about health
and illness in Hungary, David Schonfeld et al., New Haven, Yale University (2001)
drew up and tested a curriculum of oncological education for K-6 children (elementary
school = level 1 and nursery school). His study discovered an understanding of the causes of certain diseases and their subsequent comparison, these being the common cold,
AIDS and cancer. Another study by Chin and Schonfeld (1998) considered developmental reasoning of the causes of cancer and its prevention.
Children’s views about health (illness) form a complexly structured entity, the
core of which is the child’s internal representation of health. These are the individual
views, ideas, perceptions and beliefs of non-specialists about what is health and illness.
They are private, unscientific and naïve theories (Mareš 1993, p. 38). The terminology
here is inconsistent (see table 1). Certain authors present information about the development of the child’s perceptions of its own body, of life, death, illness and health, etc.
124
Table 1: Terms used for conceptions of health and illness (Mareš 1993, page 40)
English term
Czech equivalent
Mental representation of health and illness
Conceptions of health and illness
Individual thoughts about health and illness
Illness cognition
Illness representation
Implicit theory of illness
Implicit models of illness
Illness schemata
Understanding of illness
Patient’s illness beliefs
Patient’s health beliefs
People’s health appraisals
Mentální reprezentace zdraví a nemoci
Pojetí zdraví a nemoci
Individuální názory na zdraví a nemoc
Poznávání nemoci
Reprezentování nemoci
Implicitní teorie nemoci
Implicitní modely nemoci
Výkladová schémata
Porozumění nemoci
Pacientova přesvědčení o nemoci
Pacientova přesvědčení o zdraví
Hodnocení zdraví (běžnými) lidmi
Children form personal views of health and various illnesses, and these views
change as they develop. Adults, however, also reshape their perceptions over the course
of time, throughout their entire lives indeed. People’s personal views are not always set
in stone or elaborated in a sophisticated manner. They may range from vague perceptions to idiosyncratic views, though these are always based on their own experience.
These lay opinions may differ considerably, from the naïve perceptions of children and
entirely erroneous views to a scientific knowledge of health and illness. Subjective conceptions (mental representations) are extraordinarily stable and resistant to change by
health professionals or teachers.
Children’s conceptions of illness
The authors Bibace and Walsh (1980) investigated the development of children’s conceptions of illness in relation to the ontogenesis of causal relations. They
found six developmental categories of explanations of illness. These are consistent with
Piaget’s principal stages in the cognitive development of children.
Piaget’s stages:
1) the pre-operational /pre-logical stage: 2–6 years of age – causes of illness based
on own experience, one aspect as the phenomenon
2) concrete operational: 7–10 years of age – sees the phenomenon from more than
one viewpoint, understands more dimensions to a given situation, less egocentric, uses elementary logical operations to resolve problems
3) formal operational: from 11 years of age – uses abstract thought
This is extremely valuable to paediatricians in communication with child patients, and also for educators in strategies in health education. A child’s perception and
understanding of illness is closely associated with its cognitive development, based on
the ontogenesis of causal deduction, the reasoning of causes.
● The authors Bibace and Walsh, (1980, page 914) describe three stages:
Stage 1 – pre-logical (pre-operational) thought (2–6 years): encompasses:
125
a) phenomenon – the child sees the causes of illness in a specific external phenomenon,
and is unable to explain it (What causes a cold? The sun, but I don’t know how).
b) infection – the cause of an illness is to be found in an object, in people, it is magical, unexplainable.
Stage 2 – concrete logical operations (7–10 years): differentiates “I and the world”
more strongly, the child is able to differentiate between what is an internal cause and
what is an external cause, differentiates between the cause of an illness and the way in
which the illness manifests itself, and uses two characteristic explanations:
a) contamination – the child can differentiate between the cause and the illness. The
cause is seen as lying in a person, object or external activity with the qualitative
aspect “bad, dangerous, threatening”. Sees the cause of the illness in physical
contact or participation in a dangerous activity.
b) internalisation – older children place the illness inside the body, while the cause
may be external. Children state that the illness is happening inside them. They
confuse the internal organs.
Stage 3 – formal logical operations (from 11 years): differentiates between the internal and external world, places the cause of an illness in the body and differentiates
causes:
a) physiological – the causes of illness lie in the internal structure of the body, one
of the body’s organs not functioning.
b) psychological – explanation of the causes and course of the illness, explains illness as an internal physiological process, may also find psychological causes.
Understands that thinking and experiencing may also influence the functioning
of the body. A change in the degree of personal control appears here, taking in
emotional support. These phases correspond to Piaget’s stages of cognitive development.
● According to D. Schonfeld (1999) children generally go through a number of phases
in the understanding of the causes of illness. The explanations reached by extremely young children tend towards egocentric and magical thinking. They understand
illness as a form of punishment for real or imaginary acts (“I didn’t behave nicely to
my brother, and he became ill and had to go to hospital.”). Even adults often have
a tendency to think in this way when a loved one becomes ill. Children offer causes of
illness as circular answers, frequently phenomenological explanations. This means
that they consider a certain aspect or phenomenon as the cause of the illness, for example “You’ve got a cold because your nose is running”. They attribute the cause of various
events to unrelated phenomena merely because they appear at the same time. “Our electricity was cut off yesterday, and I woke up this morning with a cold.” At a preschool
or early school age, children begin to develop a more precise understanding of physical
illness. They understand that diseases are caused by microbes, and that people can
catch them from one another. They still have a problem, however, in differentiating
between infectious and non-infectious illnesses. Children gradually become able to give
specific explanations for the causes of illnesses.
In the next phase, children understand illness in such a way that microbes have
to get inside the body and perform a particular activity. They still do not have a clear
126
grasp of the causes of illnesses. They often mix various causes up, for example “You
can get leukaemia if someone coughs on you”. Children are capable of differentiating
between a number of illnesses. They are able to name the specific causes of illnesses.
“If the cells are damaged by excessive sunbathing or tobacco smoke, it can cause cancer”. In the final phase, children (and adults) prioritise reasoning of the causes and
development of a disease. “When the damaged cells form a tumour, they can affect the
healthy cells and cause a disease.”
Children’s conceptions of health
Children’s conceptions of health have been investigated by Mareš (2003). He
states six aspects on which diagnostics should be based and which accentuate the cognitive approach. These are:
1) The identification of health – determining what children understand by this
2) Health consequences – determining short-term and long-term consequences
3) The temporal dimension – estimating the temporal aspect of health, the dynamics of
change
4) Causal attribution – the subjective vision of causes
5) The strategy of action – individual action used
6) The meaning of health to children – children’s arguments in favour of health
While there has been relatively little research relating to health, there has been
more focusing on the conception of diseases such as the common cold, AIDS (Schonfeld
1999) and cancer (Chin et al. 1998, Oakley et al. 1995), and on death (Lonetto 1980) and
life itself (Doulík 2003).
Mareš (2003) investigated children’s conception of health. 120 school pupils
took part, and the free written answers method was used. He created an original typology for conceptions of health:
Ignorance – I do not know what health is
Tautology – health is when someone is healthy
The absence of illness – the opposite of health
Something valuable or precious
Something natural, pleasant – biological, mental or social well-being
The result of endeavour – one should take care of oneself
The most frequent methods of determining the subjective conception of health
and illness include a semi-structured interview, a questionnaire, the commenting of presented images, the verbal resolution of model situations, and real behaviour in a natural
or laboratory situation and its substantiation.
● A conception of health according to Piko and Bak (2006)
The authors conducted a piece of research in which two primary schools in two small
127
Hungarian towns (Békés and Köröstarcsa) took part. The total sample was made up of
128 children, of which 57 % were boys and 43 % girls, with a target group of children
aged 8–11, pupils in years 3, 4 and 5. The children were asked to draw and write what
health and illness meant to them and how to prevent illness. Most of the children expressed a sophisticated definition of health, which can be divided into two basic groups
– biomedical and holistic. These two definitions appeared at a comparable frequency,
although many answers contained both types (biomedical 28 %, holistic 27 %, both
types 20 %). This means that 20 % of the children who expressed a biomedical view of
health also expressed a psychosocial and multidimensional viewpoint. There were no
statistical differences in terms of gender or age in the answers given. This study shows
that not merely adults, but also children of school age have a tendency to consider health
as a complex biological, psychological, social and spiritual conception of this phenomenon. It is clear that, in addition to a biomedical conception, these pupils also tend to
incline towards a holistic conception of health in a similar way to that defined by the
World Health Organisation (WHO). They also emphasise the importance of a healthy
environment, a healthy lifestyle, and the importance of an understanding of health to the
life of the given person, which is particularly evident among older pupils. Biomedical
viewpoints and the issue of smoking were stated more frequently by younger pupils.
Mareš (1993, page 43) states a number of aspects to the subjective conception of
health and illness:
■ The number of persons who hold a given conception
− individual
− group (e.g. by diagnosis, method of treatment, etc.)
− population (large groups of people, representing an entire population)
■ Developmental and age aspects
(corresponding approximately to Piaget’s developmental stages)
■ Socio-cultural aspects
(pronounced views of health and illness may be conditioned by cultural or
religious beliefs)
Younger children may be strongly influenced by families and contemporaries.
Diagnostics of the subjective conception of illness and health may help in looking into the patient’s/pupil’s way of thinking, into the child’s reasoning about health
and illness. They help explain peculiar behaviour on the part of the patient and the
patient’s response to illness and treatment. They also help the teacher in finding a way
of acting on the pupil, choosing teaching methods, and explaining concepts to the pupil
while taking advantage of his or her life experience to date.
Children’s conceptions of death
Many teachers are afraid of discussing death with children because of the negative emotions this may arouse in the children. It is important for teachers who teach health
education to be prepared for the various kinds of questions that children may ask, not
merely about health and illness, but also about death and dying, since death is a natural
part of life.
128
Children often have incorrect and confused information about death that is influenced by their own experience. They are often confronted by situations in which the
leading protagonist on television, in films, videogames, fairytales and other stories for
children dies and then comes back to life. Death appears to be magical and determined
by fate. A brave and clever hero is capable of overcoming extraordinary obstacles, and
even death, in spite of car crashes, bullets and various other dangers.
● According to D. Schonfeld (1999) it is important to provide children with the following information:
− Death is irreversible
− The vital functions cease when one dies
− There are clear causes of the death of living organisms
− Death is unavoidable
Initially, in the early phases, children’s view of death is construed by their magical and egocentric thinking. Children often do not understand why people die, and
do not understand the real reasons for death. They also often think that death can be
avoided and is reversible. Children think that toys and dolls are living. They do not
understand all the physical differences between life and death, and are often afraid
that their dead relatives are hungry or in pain.
At the age of 5–7 they are capable of understanding death as something final
and as the unavoidable end for everything living. Just like adults, however, their own
death is a more problematic issue to comprehend. It is difficult to accept that one’s experience of the physical world may come to an end. At this stage children are extremely
interested in the physical details of death. At this age children also begin to take an interest in spiritual and religious matters: “What happens to the soul when the body dies?”
● Lonetto (1980) investigated the child’s representation of death with the help of
drawings, and states that the child’s conception of death changes, develops and matures.
The child’s cognitive abilities mature, though social influences and, most importantly,
its own experience of death also play a part here. He points out that the child’s view of
death develops in a similar way to speech, and is subject to similar processes. The development of a child’s conception of death is part of its overall cognitive development,
and not simply a function of age. Lonetto describes a number of stages:
Stage 1 – Children aged 3–5 are confronted with the death of animals or death in the
family. The preschool child sees death as reversible, as sleep and awakening. Its fear
of death is the fear of separation from its parents. Fear and anxiety of death are derived from separation from their mother. Up to the age of 5, children perceive death as
life under different conditions. They also see death as the consequence of time passing
and of ageing.
Stage 2 – Children aged 6–8 personify death. Children often see death as a male figure, sometimes a female figure, but never as a child. They understand death as separation and isolation, and associate it with old age and illness. Gradually they understand
129
that everyone dies, though death still has no personal significance to them. They are
more interested in ceremonies such as funerals and burials. People that die cannot move,
talk, breath, see or eat – they are buried. It is the end of life on earth. People go to heaven
after death – children form a spiritual understanding. The archetype of death is associated with the dark, with water, sleep, emptiness, shapelessness, personification – death is
masculine to them. It is associated with sadness, fear, punishment and aggression.
Stage 3 – 9–12 is the age at which children slowly become separated from their parents
and attached to their contemporaries. Piaget describes this period as a period of concrete
operations, the beginning of abstract thought. The child understands time and space,
understands the past. Death is externalised into the form of a skeleton or a ghost. A cognitive turning point occurs at the age of 9, when death is understood as universal,
final and unavoidable. Death is one of the laws of life. Death becomes a personal
matter. The child understands that it will also die one day, and death attains a personal
and universal status. At the age of 11, death becomes more abstract and gradually loses
its association with people, animals or a specific image. Children accept the inevitability of death, the fact that it cannot be avoided. Old and young alike may die. They
are troubled by the pain caused by death. They find it hard to accept the death of their
mother, though they will accept the death of a grandparent. They long for a pain-free
death. A conviction in their own death appears, though it remains something distant for
them, something that comes with old age.
A child’s conception of death changes and finds its origin in magic power, in
the cyclically repeating exchangeability of life and death. Younger children have a
cyclical view of death. Birth changes into death and death into birth. This process forms
a circle. Adults and children from the age of around 9 see death in a linear manner
as birth – beginning and death – end.
the conception of death among
younger children
the conception of death among older
children and adults
The projection of the circle is a straight line – the line of life. At the age of 9–12
children abandon animist-magical thought in favour of logical-causal thought. This shift
in their thinking is accompanied by an understanding of the nature of external time.
Their view of death approaches the view held by adults. When the child comes to the
conclusion that death and ageing are unavoidable and universal, they approach the attitude taken by adults. It is essential to talk to children about death, since the reality is
less forbidding than their fantasies. It is appropriate to talk to children openly about
everything and to let them ask questions.
130
Children’s conception of the anatomical organs
How do children understand the arrangement of their bodies? Which internal organs do they know? How do they see them? These are questions that many
researchers have tried to answer in their studies. Vyskočilová (2005) tries to explain how
children’s understanding of the individual organ systems changes over time in reference
to studies by the authors Munari and Filippini et al. (1976), who conducted research
with 635 children aged 5–13 from Switzerland and Italy. The children were given the
task of drawing and describing what their bodies look like inside. An interview was
then conducted with each child. Young children were found to have difficulty drawing
their own body and the organs inside the body. The youngest children, of the age of 5,
draw the internal organs scattered throughout the body, and even outside the body. They
always depicted the heart and the navel. Internal and external parts of the body appear
systematically in the same drawing. A specific gender was depicted in a small number
of drawings. Boys depicted a specific gender more often than girls, and almost exclusively the male gender. Girls, in contrast, depicted both genders. Munari, Filippini et al.
also state the organs drawn by children. Their investigation evaluated only those organs
that were placed in the right place and correctly named (not necessarily in their precise
anatomical position, but depiction of the location of one organ in respect of another as a
sufficient indicator of comprehension).
1) The organ drawn most frequently was the heart (65.5 %). It is also the only
organ drawn correctly by 5-year-old children. It is never drawn in the wrong
place. This is perhaps because they can feel their heartbeat, which makes its
localisation easier – children can feel it working for themselves. Children generally (though not always) consider the heart to be the most important organ
in the body and associate it with life. If the heart does not work properly, then
the person dies or “works badly” – the person is ill.
2) Children then drew the brain, one of the quietest organs – present in 49 % of
cases. Its depiction increases with age. It is never placed anywhere else than in
the head.
3) Another organ frequently depicted are the lungs, shown in a third of pictures.
The frequency with which the individual organs are depicted
Organ
relative frequency of depiction (%)
Heart
65.5
Brain
49.0
Lungs
28.0
Liver
26.9
Stomach
19.4
Oesophagus
15.9
Spleen
11.6
Bladder
7.9
Bronchial tubes
4.4
131
Children are not able to see the body as a system until the age of 10–11. Children
place the various parts in relation to one another gradually, the synthesis of a certain
quantity of different elements is difficult for them.
Drawn first:
1) The vascular system – tubes that are interconnected and drawn throughout the
body.
2) The digestive system – appears most often at around the age of 9. Depictions
including a mouth connected with an oesophagus, stomach, intestines, rectum
and outlet are considered correct.
3) The respiratory system appears more prominently at around the age of 9.
4) The skeletal system is depicted least frequently, and at a later age.
The depiction of individual systems
The vascular system
13.1 %
The digestive system
9.5 %
The respiratory system
7.4 %
The skeletal system
6.5 %
We can say in conclusion that the principal organs most frequently represented
are the heart and the brain. The bodily system most frequently drawn is the circulatory
system, while the skeletal system is the system drawn least frequently and at a later age.
Bodily systems are drawn in only a third of cases. This finding is important to didactics
for elementary teaching and the natural sciences at the first level of primary school.
Vyskočilová has drawn up a didactic treatment of a number of topics for textbooks for
elementary teaching and natural sciences at the first level of primary school in the Czech
Republic on the basis of this finding.
Conceptions of health and illness – an investigation among
children aged 7–12
We also wanted to discover what is the conception of health and illness among
children in the age range 7–12. Our research was conducted at 6 primary schools in the
South Moravian Region. We asked ourselves what awareness children have of health
and illness, what they do for their health, and how they understand the prevention of
illness. Our research was inspired by the Hungarian study by Piko and Bak (2006), in
which the authors used the Draw and Write method, which is, according to the available
sources (Oakley 1995, Pridmore, Bendelow 1995) an effective method for pupils of this
age, leading to determination of children’s preconceptions of health and illness. The
aim of the research was to determine children’s preconceptions and conceptions about
health and illness.
Methods used, research sample
Six entire primary schools in the South Moravian Region took part in the research
investigation. The selection served for the purposes of this research only, and included
132
those schools that agreed to the research. A total of 243 respondents took part. The number of boys and girls was about the same – 49 % boys and 51 % girls aged 7–12.
A qualitative methodology was used in the research investigation in the collection and analysis of data. We used the “Draw and Write” method and individual
semi-structured interviews. Qualitative research was used here to focus on details and
explain the causes of illness and the conception of health. A number of foreign studies
provided us with methodological inspiration, in particular: Bibace and Walsh (1980), Ellen, Perrin et al. (1981), Backett and Alexander (1991), Wetton and McWhirter (1995),
Oakley, Bendelow et al (1995), Pridmore and Bendelow (1995), Newton, Collins et al
(1997), Onyango-Ouma, Aagaard-Hansen, et al (2004), Piko and Bak (2006). The Czech
and Slovak authors who inspired us were Pupala, Osuská (1997) and Korcová (2006),
who studied conceptions about the human digestive system among children aged 5–14
using drawings and interviews.
We endeavoured to increase the validity of the research using the triangulation method:
1. drawing
2. writing
3. oral comments/explanation of the conception of the given phenomenon – semistructured interview
Research design
Qualitative methodology
Sample
children aged 7–12
years 1–6 of primary
school
Data collection
Methods
Results
drawing
preconceptions of the
concept health and
illness
health
support and the
prevention of illness
writing
special sample group
individual
semiMarch 2006 to June
structured interview with
2007
open entries
change to preconception
of health, illness with
age
entire primary school
Results
Analysis was performed on the responses obtained from the drawing, writing and
oral comments of each individual child. In processing qualitative data, we used content
analysis with the help of the open coding technique with the structuring of data into category systems (Hendl 2005, p. 247). During analysis, we first attempted to create transcripts of responses that made a certain sense. While going through the data we assigned
codes to individual responses. We then grouped codes assigned to similar meanings
133
into categories of a more abstract and universal nature, proceeding from the specific
to the more general. We assigned codes to nouns, such as healthy nutrition, sufficient
exercise, the absence of illness, etc., according to which we categorised the responses
given. In creating these categories, we also strived to differentiate them clearly from
one another.
A) The category health
We based our analysis on models of health as defined by the WHO. A biomedical
approach to health is known to have appeared most frequently initially. It later began to
be joined by social and ecological views of health. We used the WHO definition to create three categories of models of health: biomedical, psychosocial and holistic. Our aim
was to determine whether children’s perceptions correspond to this approach. Children,
and younger children in particular, tend to describe health from the viewpoint of the
negation of illness (“I am healthy when nothing hurts.”) or from the viewpoint of mental
well-being and behaviour aimed at promoting good health such as sport and exercise. In
analysing their drawings and individual interviews we assigned the children’s perceptions of health to one of three models.
The coding and characterisation of categories of models of health:
● The biomedical model – health as the absence of illness and pain, behaviour
targeted towards promoting physical health (correct nutrition, exercise)
● The psychosocial model – health as mental and social well-being (I am cheerful,
happy, with my family, friends, I can go to school)
● The holistic model – a combination of the biomedical and psychosocial models,
a multidimensional model, an abstract view of health, health as a value (nothing
hurts and I am cheerful, I play sport, I go out with my friends, to school)
The results of this analysis of the children’s drawings and interviews with the
individual children were recorded in tables and supplemented with diagrams and the
children’s own drawings.
Examples of responses characterising the biomedical view of health:
Answer to the question: What does health mean to you?
►“For me, the word health means that I am not ill, when I don’t have to blow my nose
a lot, when I don’t cough a lot, when I don’t have a temperature, when I don’t have any
broken bones, when I don’t have a sore throat.” (a 10-year-old boy)
► “Being healthy means that my body temperature is less than 37.4 °C, when I feel fine,
when nothing hurts.” (a 12-year-old boy)
The children explain the term health in the form of the negation of illness, which is
extremely common among children. It is much simpler for a child to describe illness
than health. It is more obvious to them, and is also a reflection of their own experience
of illness.
► “Being healthy is when you don’t have any bacteria in your body and don’t cough
or have a cold. But sometimes you can cough even when you’re not ill.” (a 9-year-old
boy)
Here health is interpreted as the absence of micro-organisms.
► “For me health means that I eat apples.” (a 8-year-old boy)
134
Children describe health in connection with proper nutrition, sport, not smoking, etc.
Examples of responses characterising the psychosocial view of health:
► “I am cheerful and happy, I feel fine, I can do sport or go out with my friends, I can
go to school or the cinema…” (a 12-year-old girl)
► “For me being healthy means playing catch with my friend.” (an 8-year-old girl)
► “When I am healthy, I am happy and cheerful, and I am in a good mood.” (a 12year-old girl)
Examples of responses characterising the holistic (multidimensional) view of health:
► “It means being normal and doing all the things that a healthy person does. I can go
out, go swimming, play volleyball, go to school and my hobby groups. I don’t have to lie
in bed. I’m not ill, nothing hurts and I can enjoy my freedom.” (a 12-year-old girl)
► “Nothing hurts, I go out with my friends, go to school, go for a walk in the forest to
get some fresh air, I can play sport and enjoy life.” (a 12-year-old boy)
Models of health among
younger children (7–9 years)
6%
25 %
Biomedical
Psychosocial
Holistic
69 %
Diagram 1: Models of health among younger children (%)
Models of health among older
children (10–12 years)
29 %
39 %
Biomedical
Psychosocial
Holistic
32 %
Diagram 2: Models of health among older children (%)
135
An overview and description of categories of health:
We found many various interpretations and subjective perceptions of the term
health while processing the results of our research. We created further categories of health that expressed children’s perceptions, interpretations and preconceptions of health
by means of content analysis and coding. The aim was to refine the category system
and penetrate deeper into the scope of children’s perceptions of health. We sorted the
children’s viewpoints into ten categories in our subsequent analysis.
The responses given by each pupil could be included in more than one category,
as an individual child may have characterised health as, for example, both the absence
of micro-organisms and the negation of illness, and eating enough fruit and vegetables,
etc. The children expressed their conceptions of health most frequently in their drawings
in terms of healthy nutrition (around 30 % of children). People are healthy when they
have a sufficient intake of vitamins, drink enough water, eat regularly, eat enough fruit
and vegetables, etc. This was followed by the perception of health as the possibility of
and ability to exercise and play sports (20–25 %). Another category frequently mentioned was health as the absence of illness, the negation of illness (20–25 %). Around a
quarter of children gave a psychosocial substantiation – I am healthy when I am happy,
when I’m in a good mood. Less frequent views were the expression of health as the
absence of limitation (10 %) and health in the category of micro-organisms, personal
hygiene, health as a value, the environment, not smoking and not drinking alcohol (less
than 10 %).
Girls often expressed their own experience of doctors and illness in their
drawings (see figure 8). They were more likely to draw an image of healthy nutrition
(such as fruit, honey, vegetables), which is presented to them as beneficial to the health.
They may be more interested in nutrition and diet as such, being influenced by the cultural stereotype (their mothers being responsible for the family diet). Some boys applied
their technical interest in machinery in their drawings of both health and illness. When
the topic of hospitals was raised, they described in greater detail the individual instruments that can help people be healthy. Motifs of fruit and vegetables also appeared in
boys’ drawings, though frequently in connection with mechanical equipment – a lorry
taking fruit and vegetables to the shop, a tractor driving from the fields with healthy
products. They applied their feeling for and interest in technology, and often forgot that
they were drawing “health”, and became immersed in drawing tractors and various other
vehicles that, it’s true, are carrying healthy products, though their lorries and tractors
were frequently drawn extremely precisely to the tiniest detail. Sports matches and various other sports activities were also frequent topics.
B) The category illness
In the second part, we focused on the conception of illness among children. We
asked the children what causes them to become ill, and what are the possible causes of
illness. The children stated a great many various causes of illnesses. Their responses
were coded and divided into a number of categories.
The children’s most frequent responses to the question “What makes you ill?”
were unsuitable clothing, cold drinks, ice cream, etc., which were assigned to the category catching cold (48.1 %). Almost half of the children in the group described illness
136
and its cause in this way. This conception of illness is clearly linked to the children’s
own experience of illness. The category smoking, drugs, alcohol (23.5 %) was stated relatively frequently, being stated as a cause of illness by almost a quarter of the
children, notably by older children (10–12 years), which also corresponds to their own
experience, as this is the age at which children begin to experiment with drugs.
A fifth of the children in the group characterised illness and the causes of illness as the category the presence of micro-organisms, germs, bacteria and viruses
(21.4 %). The category transmission, infection (19.8 %) is derived from the children’s
own experience of common diseases – flu, tonsillitis. They often understand germs to
be the cause of the transmission of illness and infection. If these two categories (which
may express the same view of the cause of illness) are combined, then this category was
seen to be the largest.
The children also produced drawings of people in bed with a broken arm or leg
or other injury, etc. in the category ill people (15.6 %). Everyone has experienced their
body being ill at some time in their life, and has had their own experience of being ill, so
this was something the children could relate to. Poor nutrition (11.5 %), along with the
harmful effects of an unhealthy environment (4.4 %), appeared less often. Causes linked to the external environment, such as atmospheric pollution and other environmental
causes linked to the environment in which the children live (which is not significantly affected by exhaust fumes) appeared less often. The category inadequate hygiene
(3.7 %) was not greatly represented, and was stated more often by younger children,
while the category insufficient exercise (1.6 %) appeared only sporadically. These categories could be grouped together as the category “other”.
A number of boys often incorporated motifs of war or fire-fighters at work, etc.
in their drawings. They also portrayed the body’s fight with germs in their representation
of illness and the causes of illness. They drew illness as a limitation, i.e. being unable to
play sports, being confined to bed. Boys put their technical interests into their drawings.
When motifs of hospitals appeared, they often gave a detailed representation of individual instruments that can help people be healthy, and drew ambulances, emergency
services at work, fire engines, etc.
Table 3: Causes of illness according to the groups younger and older children (%)
Causes of illness
categories
Catching cold
Smoking, alcohol, drugs
Micro-organisms
Infection, transmission
younger children
older children
44
7.5
22
21
52
39
21
18.7
Older children stated the category smoking, drugs and alcohol and the category
catching cold more often than younger children. They stated inadequate hygiene significantly less often, however, than younger children (see diagram 8, table 10). It must,
however, be added that the absolute frequency was extremely small and applies only to
our group. The category micro-organisms and infection appeared at approximately the
same frequency in both groups, which indicates that the entire group of children aged
137
7–12 has a similar assessment of the causes of illness in the form of micro-organisms
and transmission, which corresponds to the results of foreign studies (Bibace, Walsh
1980).
Causes of illness
60
50
40
Catching cold
Smoking, alcohol, drugs
Micro-organisms
Infection, transmission
30
20
10
0
younger children
older children
Diagram 3: The causes of illness in the groups younger and older children (%)
Younger children (the first and second years in our group) perceive illness as a
physical state, and see the psychological aspect of health only with difficulty. This assessment could be made from the pictures in which the children depicted illness as germs
in a form familiar to them from their surroundings. Subjects that were currently gaining
media attention or were otherwise at the centre of their attention (bird flu, chickenpox
affecting a number of children in their class, a flu epidemic) also appeared.
Their drawings of illness demonstrated that this topic is easier for them to explain. The children were seen to have a more accurate idea of illness, and were better
able to express it both in their drawings and verbally. The reason for this is clearly their
own past experience with illnesses such as colds, flu and tonsillitis. Illness has also been
studied by larger numbers of specialists, in particular doctors, psychologists and educators, and there were larger numbers of studies to refer to.
Conclusion
We discovered a wide scope of comprehension and popular perceptions of health and illness among the children in our study. Our group of 243 children expressed a
large number of entirely unique views of health and illness, many of which have been
presented in our study.
The conception of health among children was expressed in an understanding and
a characterisation of being healthy. People are healthy when nothing hurts them, when
they aren’t ill. Health means when we eat healthily, when people can do sport, when they
are happy and are in a good mood, when they have enough rest and relaxation, when they
138
can go out with their friends, etc. A biomedical model predominated in the view of health
expressed by the group as a whole. A holistic conception of health was expressed more
often by older children. This is extremely similar to the definition of health as given by
the WHO. An attempt at an ecological approach to health can also be seen, with certain
children emphasising the importance of the environment. The beginnings of a spiritual
understanding of health were also to be seen in the responses given by the children. Our
results indicate that not merely adults have a tendency to perceive health as a complex of
biological, social, psychological and spiritual well-being, but children as well.
The conception of illness seen was extremely wide-ranging. The children in the
group are aware of the fact that illness may be caused by many factors. Catching cold
was the cause of illness seen most often by the children. This conception is clearly linked to the children’s own experience of illness. The categories smoking, drugs, alcohol,
and other dangerous substances and habits were stated relatively frequently, being given
as the cause of illness primarily by older children, which also corresponds to their own
experience, as children often begin to experiment with drugs at this age. A fifth of the
children in the group characterised illness and the causes of illness as the presence of
micro-organisms, germs, bacteria and viruses. At this age, children associate illness with
transmission and infection, as can be seen from their responses associated with their
own experience of common diseases such as flu, tonsillitis and jaundice.
Differences between boys and girls appeared in the fact that boys’ drawings of
both health and illness often displayed their technical interest in machinery. When their
drawings showed hospitals, they often depicted in great detail various instruments that
help people be healthy. Girls, on the other hand, often projected their own experience
with doctors and illnesses in their drawings. They more often drew healthy nutrition,
which is presented to them as being beneficial to the health, such as fruit, honey and
vegetables. They are perhaps more interested in nutrition and diet in general in line with
the cultural model of mothers being responsible for the family’s nutrition.
Differences in perceptions of health were seen in the more frequent use of the biomedical conception among young children and the holistic model among older children.
This corresponds to the conception of health as defined by the WHO. Another change
was seen in the understanding of health as a value, where a small increase in the number
of older children who see health in this way can be seen. This evidently corresponds to
cognitive development and the incipient development of abstract thought. A change was
also seen in the slight reduction to the number of older children in the characterisation of
health as the category healthy nutrition in comparison with younger children.
Differences in perceptions of illness could be seen most clearly in the category
smoking, drugs and alcohol, with older children stating this cause far more often than
younger children. The same is true of the category catching cold. A further difference
was seen in the category inadequate hygiene, with a fall in the frequency of such responses with age, i.e. older children stated this cause considerably less frequently.
We found that children of this age find it easier to express themselves about illness than about health. Children are more familiar with illness because it is more talked
about both at home and outside the family, and because children have direct personal
experience of it. They take health for granted at their age, and talk about health as the
opposite of illness.
139
Practical recommendations
Our research showed what perceptions of health and illness are held by children
in the early years of primary school. Parents, as the primary group, have the decisive
influence on children of this age. The role of the school and extracurricular organisations
is, however, also considerable. It is important that children are guided towards a healthy
lifestyle in the future, and for health education at school to have a positive influence
on children in this regard and act as a supplement to the basal influence of the family
environment. It is appropriate for children of this age to be given the kind of models
that will help them identify with habits of this kind into the future, and help to shape a
healthy society with a respect for everything that supports health and a meaningful and
satisfied life for each individual.
Our results indicate that programmes of primary prevention should be based on
common preadolescent conceptions of health and illness, in order that children’s perceptions of health and illness are influenced effectively. Health education must be specific,
and reflect and take into account these specific child preconceptions of health and illness. Let’s hope that this new generation of Czech children obtains adequate knowledge
and appropriate attitudes and key skills for health, so that they can become an adult
population that looks after its health.
DĚTSKÉ PŘEDSTAVY O FENOMÉNU ZDRAVÍ, NEMOC,
SMRT, ANATOMIE LISKÉHO TĚLA
Abstrakt: Příspěvek se zaměřuje na dětské naivní, spontánní koncepce a představy pojmů zdraví, nemoc, smrt a představy o anatomii lidského těla jako na důležité
výchozí aspekty výchovy ke zdraví u dětí primárního stupně ZŠ. Uvádí výzkumy zahraničních i českých autorů k této problematice a seznamuje s vlastním šetřením koncepcí
zdraví a nemoci u dětí 1. stupně ZŠ v okolí Brna. Zaměřuje se na srovnání vědeckých
teorií a dětských představ a nutnost znát tyto naivní koncepce dětí k navození konceptuální změny učitelem v edukačním procesu.
Klíčová slova: dětské koncepce zdraví a nemoci, dětské koncepce smrti, anatomické koncepce, výchova ke zdraví
140
School and Health 21, 2010, Health Education: Contexts and Inspiration
THE DEPICTION OF CONCEPTION
AND BIRTH IN CHILDREN’S LITERATURE
Milena ŠUBRTOVÁ
Abstract: The conception and birth of a new human life is generally cloaked
in secrecy for preschool children and children in their early school years. The Outline
Educational Programme for Preschool Education, however, states that the educational
area Children and Their Bodies should lead to children being able to name the individual organs of the body (including the genitals) and having a basic idea of the origin of
life and of birth. Fiction for children, which often provides children with the knowledge
they are lacking and acts as a substitute for their lack of experience in life, can be an
important and sensitive way of supplying them with information about this matter. How,
then, is conception and birth depicted in literature designed for children?
Keywords: children’s literature, conception and birth, fiction
Fairytales as a reflection of popular views, ideas and
superstitions associated with conception and parenthood
Fairytales, which were not originally intended necessarily to be read to or by
children, are a reflection of pagan and early Christian ideas and rituals. They provide
a reflection of the value system of people for whom the birth of a child is connected
with subordination to the laws of nature or the laws of God. The moment of birth (and
the moment of death) was perceived as a turning point at which the boundaries of the
human and that which is beyond human, the boundaries of social space and time (which
are otherwise closed) are opened (Navrátilová, 2004). Pregnancy, birth and the postnatal period were, in view of the high infant mortality rate (and the mortality rate among
mothers resulting from numerous births undergone without outside help or conducted
in an unprofessional manner, and as a result of the complete absence of postnatal care),
associated with fear for the lives of the child and the mother that lead to a large number
of superstitious customs. There was an empirical or rational basis to some of these customs, though many grew rather from a faith in their magical effect. Both the birth and the
death of a child were seen as the expression of God’s will, and childless families were,
to a certain extent, stigmatised. There was also an economic aspect to this stigmatism
(a child was a form of insurance for an untroubled and secure old age for its parents).
Human procreation was depicted hyperbolically in fairytales, negating or conce141
aling the true physiological essence of conception and development in the womb (a woman becoming pregnant after eating a particular herb or food). Many fairytales ignored
the moment of conception altogether, preferring to emphasis the parents’ great desire for
a child. It was generally the man who created their offspring with his own hands in an
effort to satisfy his wife’s unfulfilled maternal instincts. The man appeared in the role of
the creator in these fairytales (in the fairytale Otesánek, for example, he digs up an old
tree stump and carves it into the shape of a child, in the Ukrainian version of the story
he creates a child from a wisp of straw, in the fairytale Snow White he makes the figure
of a little girl out of ice). It is the woman, however, who gives life to the child by the
strength of her love and her longing for a child – the artificially created child comes to
life when the mother’s tears fall on it, when the mother kisses it, holds it in her arms, or
sings to it in the cot. Sometimes a personified animal (e.g. The Hedgehog and the Princess) appears in the role of an adopted child. In a number of fairytales the child rapidly
attains adulthood (in Tom Thumb, for example), as if the story symbolically emphasises
the image of childhood as a temporary state that must be bridged as quickly as possible
in order for the child to join adult society. The longed-for child not infrequently turns
against its parents as punishment for them daring to oppose God’s will (Otesánek) or
perishes (Snow White). We also find a similar depiction of conception and infant development in modern fairytales (František Nepil’s Little Poppy-seed Boy is made from
a poppy seed, Václav Čtvrtek’s Cipísek escapes from the cradle after birth and wears
out his shoes made from the bark of a pine tree), though they lack the motif of punished
or heartbroken parents. Fairytales may well be an irreplaceable part of a child’s reading,
but they provide no impetus for discussion of the issues in question.
Birth as depicted in Czech fiction for children
Conception and birth were taboo subjects in children’s literature for a long time, as
were dying and death. While depictions of death appeared in children’s literature on a routine
basis in the first half of the 20th century, when death and funeral rituals were a natural part of
a child’s life, and were not to disappear from the horizons of the child’s world until the
second half of the 20th century, the subjects of conception and birth, and the topic of sex in
general, found their way into literature for children and the young in a more open manner
only from the nineteen sixties onwards. The turning point at which they began to cease to
be such a taboo in the context of Czech literature for children came in the nineteen nineties,
when both fictional prose and educational and pictorial publications began to appear with the
aim of providing children with appropriate information about the given issues.
The first breakthrough in the process of detabooisation in the Czech context
came with the short animated film The Mole and the Mother (1997) written by Zdeněk
Miler. The way in which the pair of rabbits depicted in the film meet, their short honeymoon and the birth of their three little rabbits, during which the clueless parent rabbits
are helped by the little mole, met with a negative reaction from parents at the time, who
were surprised by the realistic nature in which birth was depicted. Colouring books and
an illustrated book of The Mole and the Mother based on the film, with text written by
Hana Doskočilová, appeared in 2002. The subject of pregnancy and birth is depicted
through the personified animal protagonists in such a way as to provide children with
142
a more precise idea of the given events and to form something of a bridge to further
educational activities.
The arrival of a new sibling in the world is a frequent theme in fiction for children, though attention is generally focused primarily on the child protagonist coming to
terms with changes in the family situation. The subject of birth is often connected with
the subject of death, with authors presenting children with an image of life as an eternal
cycle in which pain and sadness have their place alongside moments of joy.
In her two-part film Nefňukej, veverko! (Don’t Cry, Squirrel!) (1989) Věra Plívová-Šimková portrays her young heroine Kačka in the midst of a number of turning
points. The girl shares her parents’ eager anticipation during her mother’s pregnancy,
only to battle with feelings of jealousy towards the newborn twins. Just when she begins
to form a clear awareness of her place within the family, she is confronted by another
emotional trauma – the sudden death of her beloved grandfather. The loss of a loved one
is, however, offset by the promise of a new addition to the family.
While Plívová-Šimková included pregnancy in her depiction of family life as
one of its natural stages with no particular educational ambitions, Ivona Březinová was
guided by an endeavour to provide children with a lucid explanation of pregnancy, childcare and the shaping of sibling relationships during the writing of her short story Mimínek (1999). Her prose begins with the mother announcing that she is pregnant. The
first-person child narrator Vítek sees his awaited sibling and its growth with a child’s
naivety, and an image of prenatal development is presented to the child reader through
Vítek’s discussions with his parents. Recipients of preschool or early school age will
not, however, form a particularly clear idea of events on the basis of this work. Conception is glossed over with the explanation that a baby is made from two seeds, while
pregnancy is reduced to the unborn baby lying quietly in Mummy’s tummy and growing
and growing until it reaches about half a metre in length. Březinová has tried to provide
a certain amount of information directly by means of various plot devices (Vítek worries
that there is a baby in his tummy after he has eaten too much), though this is insufficient
as far as forming a clear idea of conception, pregnancy and birth is concerned.
Jaroslava Paštiková refers directly to the topic under consideration in the title of
her first book How Brothers are Born (2008). Preschool child Anička shares her parents’
anxious expectation and looks forward to her mother coming home from the maternity
hospital, but her brother’s arrival arouses feelings of disappointment and rivalry. Only
when she begins to share in caring for the baby does she draw close to her parents again
and finds a new role as a sister within the family. The author’s stylistically and compositionally unbalanced text adheres largely to the omniscient narrative perspective and
provides the child reader with a generally realistic depiction of birth in Anička’s dialogue with her mother. She describes birth with the aid of accessible analogies (a mention
of a film in which a whale gives birth to its young) and the unsophisticated vocabulary
of a child (When the baby has grown big enough in the tummy to be able to breath and
drink on its own, it tries to get out. And at that moment Mummy’s tummy starts to hurt,
and she knows that it’s time to go to the hospital so that the doctor can keep an eye on
things. Sometimes it takes several hours before the baby makes a kind of tunnel with its
head and peeks out at the world from between its Mummy’s legs.). The unexpected death
of Anička’s grandfather acts as a counterpoint to this new life – the joyous celebrations
143
accompanying the birth of her brother are followed by the funeral ceremony. The author’s didactic intent is rather too evident from her prose, and the artistic value of the
work badly affected by its stylistic clumsiness.
The depiction of conception and birth in Czech
educational literature for children
Czech educational literature for children has paid little attention to matters of sex
education, conception and birth. This gap in the book market was evidently the impetus
for the publication of the book Lucka and Lucinka (2001) by the authors Lumír Komárek and David Komárek, with illustrations by Helena Dušková. The book was published
as an edition not designed for commercial sale by the Czech National Institute of Public
Health, evidently intended to serve educational purposes.
Brother and sister Ondra and Lucka help a young couple become acquainted
and then attend their wedding, which becomes the exposition for the story of the birth
of little Lucinka and how she is looked after. Expectant mother Adélka tells Lucka that
she is going to have a baby. Information about the conception is presented by means
of sequences of drawings of a markedly anthropomorphisational nature, while the text
itself avoids the issue entirely. Lucka accompanies Adélka to her ultrasound examination and follows the growth of the baby, though there is no indication of the length of
the pregnancy. The birth is merely alluded to, with the authors focusing greater attention
on the expectant mother being taken to the maternity hospital, which is described with
farcical exaggeration. The topics of childcare, breastfeeding and bringing up the infant
and subsequent toddler are considered in further chapters. The final chapter emphasises
the importance of vaccination to the healthy life of every child.
The publication makes a rather confusing impression. Its attempt to merge factual information with a storyline and illustrations falls flat. An important role in the story
is played by a figure taken straight out of fairytale – the fairy figure Lukin and his magic
mirror that shows everything that would otherwise remain concealed to the human eye.
The character of Lukin enables the children to witness the birth, while the fairy figure
also serves the authors as a welcome means of overcoming the necessity of realistic
description, explanation and narration.
The lack of modulation of an implicit addressee proves a fundamental shortcoming detracting from the entire process of literary communication. Assuming that the
child recipient is to identify with the central character of Lucka, then the text was presumably designed for children aged around eight to ten. Neither the tone of the narrative
discourse selected nor the plot construction with the fairy figure Lukin correspond to
this, however, tending rather to indicate that it was written with preschool children in
mind. The text, replete with a quantity of diminutives, is full of explanatory notes that
underestimate children’s general knowledge (ultrasound, for example, is described as
a special kind of medical instrument that can see the baby inside Mummy). The stylistic
indecision of the text, in which terms such as connector, bacteria and antibodies later
appear without explanation, and which explains terms such as immunoglobin and Bcells with the aid of anthropomorphisation, make it inaccessible to younger addressees.
144
The text has no aesthetic value and also misfires unfortunately on the strictly informative level.
Zuzana Baudyšová’s preface to the illustrated book of verses Bříško, bříško, kdo
v tobě bydlí (Tummy, Tummy, Who Lives Inside You) (2008) by Miriam Pešková refers
to it as a remarkable and poetic textbook to sex education for the youngest of children
and primary school pupils. Baudyšová emphasises the fact that the text is intended to
serve primarily as a source of inspiration when talking to children about parenthood.
This characterisation is, however, a great exaggeration.
The introductory poem What the Dandelion Wanted to Know leans towards a
tame anthropomorphisational conception of the subject in question, though thankfully
serves merely as a motivational bridge. The matter of conception is chastely dismissed
in the following poem What Do You Want to Know – continuing the analogy with the
plant kingdom from the first poem – with some verses about a seed planted by Daddy
that somehow makes its way to the ovary in Mummy’s tummy.
The following nine poems correspond to the nine months of pregnancy. The accent is placed on an important stage of intrauterine development, from the human embryo to incipient birth, in each poem. The text of the poems tackles the informational
aspect in a lucid manner, the excessive quantity of diminutives caused rather by a stubborn endeavour to retain the regular structure of rhythm and rhyme. The typographic
emphasis placed on certain words in bold type enhances the educational impact of the
text. The poetic form, however, seems to be something of an end in itself, the verses
lacking both figurativeness and melodiousness.
The illustrations by Kristina Küblbecková provide a realistic depiction of the
development of the human foetus. The fact that they are situated in a stylised frame,
however, elevates them above the level of a standard textbook accompaniment to the
text. The title of the book, a paraphrase of the title of a fairytale, indicates that the publication is intended for younger children. The author tries to maintain a dialogic position
in the text (note the questions in the titles of the poems, visualisation of the intended
addressee, etc.) and the publication can, in spite of the clumsiness of some of the verses,
be expected to engage its child recipients on the whole, despite failing to provide all the
answers it promises.
The title of the book How I Came into the World written by the Swedish author
of Czech origin Kateřina Janouch is an apposite one. It was published in a Czech translation by L. Johnová in 2004 with accompanying illustrations by the Finnish illustrator
Mervi Lindman.
The very first sentences of this pictorial book give a suggestion of its stylistic
outlook: Before I was made, I was just a little seed that Daddy carried around in a little
bag. And a tiny little egg in Mummy’s tummy. Just imagine, Mummy and Daddy walked
around the world, and each of them had a little piece of the jigsaw inside them without
even knowing it! The addressee is immediately drawn into the story of human creation, which is described with undisguised astonishment as a real mystery. The narrator,
stylised into the position of a child aged something roughly between four and six, uses
a natural, universally comprehensible child’s vocabulary that is sufficiently descriptive
without the slightest vulgarity, while remaining realistic. The text is oriented towards
the perspective of the child recipient, and develops from the perspective of the child
145
narrator, for which reason mention is made of what precedes procreation, this matter
being handled in the form of a series of childlike fantasies that enable the reader’s own
projection. Attention is also paid to the child’s emotional relationship with its biological
or adoptive parents, while love between the parents themselves is also emphasised. In
accordance with modern demographic trends, the author does not neglect the kind of
family situation in which the children are not brought up by their biological parents. The
text is constructed with a rather too obvious disregard for gender stereotypes (Daddy
wants a little girl he can play football with, and a little boy he can paint a rainbow on
the wall with).
The description of conception is of a realistic nature corresponding to the initial
narrative situation: the narrative explains the term sex (Maybe you think that sex is the
same as six in Swedish. Well, that’s true enough, but sex is also what grownups do together to feel good and so they can have children. They hug each other. And they kiss
each other too). The genitals are referred to as a peg and a crack. In this way, the book
responds to preschool children’s interest in their own bodies and the difference between
the sexes – the illustrations depict nudity without any kind of sensationalism. The recipient is carefully made aware of the meaning of additional words that appear in the book’s
depiction of the course of pregnancy (the womb as a little room for the baby that grows
in size, test-tube babies, the umbilical cord, the placenta, etc.). Prenatal development is
again presented through a child’s eyes, with unequivocal answers given to the anticipated searching questions (doesn’t the baby drown in the amniotic fluid, what does it eat,
how does it excrete). The wait for the new addition to the family is also portrayed with a
view to a child’s perception of time. One day Daddy and Mummy look very happy, and
tell you, “We’ve got some great news for you. You are going to have a little brother or
sister! And you think HOORAY, that’s great! A little brother or sister, I’ll have someone
to play with! So you wait a few hours, and suddenly it’s time for supper, but no one has
rung on the doorbell and your parents haven’t even laid a place at the table for the new
member of the family.”
Birth is portrayed with a sufficiently vivid illustration, accompanied by text anticipating possible questions and uncertainties: Most children are born in hospital. They
come out of Mummy’s tummy through the crack she has between her legs. They certainly
do not come out of her tummy through her bottom, though some children think this. A
mention is also given to the possibility of the baby being born by caesarean section or
a hasty birth before Mummy can get to the hospital. The text comes to an end with a
passage about the development and growth of the infant baby.
This publication is a model of the openness with which such sensitive topics are
treated in foreign-language literary contexts – Scandinavian literature is particularly
progressive in this respect. Conception and birth are depicted with an objective, almost
documentary precision, while also being presented as an unfathomable mystery that still
conceals a great many unanswered questions. How come I was born and not somebody
else… well, let’s just say that’s my little secret, says the narrator in conclusion, leaving
good scope for the child reader’s own reflections.
There is neither great quantity nor quality to be found in fictional depictions of
conception and birth in Czech literature for children. Similarly, educational literature on
the given topic is also not available in the kind of scope that would encompass various
146
age groups of child recipients and provide them with reading on a commensurate level.
The creation of life, the birth of a child and the role played by parents in conception and
subsequent care for their offspring are, however, basic topics in sex and family education. Fiction in this country focuses largely on the social aspects of the given issue – relationships in the newly structured family, the conflict between expectation and reality,
coming to terms with one’s role as a brother or sister. Only Kateřina Janouch’s book
can be used as a source of sound and natural answers to children’s questions relating to
parenthood and human sexuality. It is indicative that of all the literary works considered
here, it is the publication by a Czech–Swedish author that is the only one to combine
effectively the artistic with the educational and serve as a notable motivational stimulus
for sexual and parental education. It is, however, worth noting in a positive light the
fact that all the publications considered here bring an important element in terms of the
cultivation of interpersonal relations to the issue of sex education, rather than reducing
it merely to a question of physiology and reproduction.
OBRAZ POČETÍ A PORODU V LITERATUŘE PRO DĚTI
Abstarkt: Problematika početí a zrodu nového lidského života bývá pro předškolní děti a děti mladšího školního věku opředena tajemstvím. Podle Rámcového
vzdělávacího programu pro předškolní vzdělávání však děti jako jeden z očekávaných
výstupů ve vzdělávací oblasti Dítě a jeho tělo mají umět pojmenovat jednotlivé orgány
(včetně pohlavních), mít základní představu o vzniku života a narození. Umělecká literatura, která dítěti mnohdy pomáhá dotvořit chybějící poznatky a nahradit nedostatečné životní zkušenosti, může být významným a citlivým zprostředkovatelem informací
o této problematice. Jak tedy vypadá obraz početí a porodu v literatuře určené dětem?
Klíčová slova: literatura pro děti, početí a porod, představa
147
School and Health 21, 2010, Health Education: Contexts and Inspiration
COLOR IN SYMPTOMATIC IMAGES
OF HEALTH AND DISEASE
IN THE CZECH LANGUAGE
Ivana KOLÁŘOVÁ
Abstract: General Educational Program for Basic Education posits that the
student will not only receive information about health, its protection and inherent
risks. An integral part of all educational programs has always been the intent to
develop communication abilities, including the ability to communicate and express
opinions on the subject of health. There is a rich vocabulary in Czech dealing with the
issues of health, which includes words usable either in their basic or their symbolic
sense, figurative expressions and phraseology.
Texts of different stylistic genres, especially those of artistic or journalistic
nature, show how references to a person‘s color, or perhaps skin, are used to convey
the symptoms of health and disease. For example, comparisons with yellow color
are frequent in the images of sick people, whose face may be yellow as wax, or waxy
yellow. Likewise, gray color tends to be associated with unhealthy, appearance (gray,
as ashes, ashen-gray). At present, there is a wealth of linguistic materials we can access – a half-a-billion word collection of written texts in contemporary Czech. When
explaining the use of color to characterize a healthy or an unhealthy individual, it is
possible to draw on the knowledge gleaned from other studies (such as biology and
medicine).
Keywords: development of communication skills, educational program, health,
color references and symptoms of health and disease in the Czech language, comparison, figurative expressions
If students are to acquire the ability to communicate about health in different
contexts and articulate their own opinion about it as required by the General Educational Program for Basic Education (Czech abbreviation RVP ZV) within the educational
module „Man and Health“ (in the subjects of health and physical education, see RVP
ZV, 2007: 72 n.), it implies a development of their expressive capability, in other words
a projection of the „health“ theme into the „Language and Verbal Communication“ module and the subject of Czech language and literature. Reading plays an important part.
N. Sieglová (2008, 2009) a M. Šubrtová (2009) showed that reading of well chosen
149
literary works can advance the requisite knowledge and proficiency in the realm of
health education. Health-oriented excerpts from literature, journalistic publications, art,
even popular science articles tend to be included in the Czech language classes when
discussing some area of interest from vocabulary or grammar, or possibly incorporated
into foreign language instruction for purposes of translation or conversation in a foreign
language on a given topic.
Reading is also considered an effective way to bolster both vocabulary and
eloquence. To develop the students‘ expressive capability, it is important to cultivate
their creative writing or reproduction skills, and sharpen their ability to understand what
the text really means and signifies. This encompasses words in their primary (sometimes
referred to as basic) sense as well as in their figurative sense –metaphor, metonymy,
comparison – which are covered at length in classes of literature and literary education.
The instruction in the Czech language and literature and others subjects within the educational modules „Language and Verbal Communication“, „Art and Culture“ and „Man
and Society“ presumes that the textual analysis will focus on the interpretation of both
conceptual and connotational meanings. These two come together especially in figurative phrases, emotionally charged words, individually conceived ideas and unconventionally applied expressions (see below for examples of yellow color used to describe
the symptoms of a disease, or various references to the colors purple and green). In this
manner, the students gradually learn to percieve why the author chose that particular
expression and not any other. In doing so, they can draw on the knowledge from other
subjects, like biology and civic education. The facility to comprehend the narrative and
appreciate a diverse vocabulary in all shades of meaning may be reinforced by a recourse to authentic literary works and collections of folkloric writings. Also available are
dictionaries of popular phraseology and idioms (a dictionary of comparisons, non-verbal phraseological connections and sayings, i.e. phraseologisms with verbs, has already
been published), along with some dictionaries of popular sayings (e.g. the well-known
publication by J. Zaorálek). Articles with symbolic and figurative expressions now appear in textbooks for the first grade of primary schools, and several college graduates
have demonstrated the children‘s ability to understand the meaning of comparisons and
other types of phrases, even their active knowledge of some comparisons.
In a paper from 2009, we examined the phraseology with the words health
(a noun) and healthy (an adjective) as a good way to expand the vocabulary, discover
the expressive power of the Czech language, and be inspired to ponder our views on
health, sickness and the value of well-being. However, the health/healthy phraseology
represents only one example of a rich health-oriented vocabulary that comes from the
cultural history and traditions of this language, including the vernacular. The same
sources provide another example of the linguistic richness as evident in the possibilities of verbalizing the vision of health, illness and their outward manifestations,
which is the use of color to describe the symptoms of health and (more often) disease
that characterize a person marked by physical indisposition, illness, or mental distress
(mainly the signs of fear). Such usage of color terminology may be found in the works
of prominent Czech authors like J. Čep a K. Schulz.
It is to be expected that the color gray is often used to evoke an oppressive atmosphere or even repulsive surroundings: The first impression was the most
150
revolting. It was a dirty winter evening, the street from the railway station was
gray. (Schulz 1998, Per amitia silentia lunae: 55); A putrefying puddle glistened
by the road, the wind brought irritably acrid smoke from the factory chimneys, all
was gray and dilapidated, nothing but evening darkness. (Schulz 1998, Madman in
Front of a Mirror: 99). Pallor could also be a pathological syndrome. In the Czech
phraseology, somebody could be ashen gray, or grayish, or gray as ashes (cf. SČFI,
Comparisons, 1984: 451), chalky pale, morbidly/lethally/deathly pale (cf. SČFI,
Comparisons, 1984: 34–35). Remarkable are the variations on the shades of yellow
color to depict somebody who looks unwell or actually sick. He was a small, thin
fellow of sickly yellowish complexion. (Schulz 1998, Madman in Front of a Mirror:
100); Rozárka was turning yellow and coughed. (Čep 1991, Rozárka Lukášova:
56); The pregnancy made Amálka ugIy and yellow, she started to hate him. (Čep
1991, Man on the Road: 299). However, the phraseology handbooks mention only
yellow as sulfur, which could conceivably refer to an unhealthy countenance, but
the others – yellow as a lemon, yellow as a canary – do not normally have the same
negative impact.
A plethora of linguistic materials is now available from the Czech National
Corpus. We utilize the SYN collection of written texts, containing half a billion
words from actual texts of journalistic, artistic, technical, and informational nature.
In the previous studies we looked at different color-based comparisons of various
aspects, such as characteristics of a healthy or an unhealthy individual. We shall
now examine another type, formed by a combination of adverbs with the words of
color. Using a relatively simple sorting procedure, we can electronically select from
the this large body of texts only the parts that are of interest to us, specifically those
in which a person, his/her skin, or parts of the body (hands, eyes, hair...) are characterized by a certain color. Working with the Corpus is not complicated and it could
be introduced into primary schools as early as in the second grade.
The appearance that signals illness, sickness, disease, fatigue, or mental
stress (fear) is identified by the words of color in two ways:
a) explicitly, by linking the word of color with adverbs like sickly, unhealthily,
or otherwise with the words of exaggeration like deadly, morbidly;
b) implicitly, by assigning the person a non-typical color (gray, yellow), often in
conjunction with an adverb indicating a similarity of that color with the color
of the object (ashen-white, waxy yellow), which creates an impression of
a sick or diseased appearance because its abnormality.
It is obviously not surprising that a frequent term for a symptomatic image of
a not completely healthy, or even sickly, individual is the word pale. As in literature
though, we find that the symptoms of unhealthiness are frequently associated with
the color yellow, more so than with green or gray. In addition to the combinations
of these colors with the adverbs diseasedly, sickly or perhaps deadly and morbidly,
the portrait of a not-quite-healthy, sick, or terrified person may be complemented
by other symptomatic expressions (stooped, scrawny, ruddy with fatigue, groaning,
151
sweating; watery eyes, sunken cheeks, empty stare in the eyes; to tremble, to be out
of breath, to walk hunched over, to look old, to be scared to death).
Examples of color association with the adverb sickly1):
– She watches him: a nice man, but sickly pale, and walks with a terrible stoop.
– His face was sickly pale, the whole body trembled and he seemed to be scared to death.
– He looks old, his hair is almost white, the complexion sickly gray.
– The dark-red blood produces a striking contrast with the sickly green color of the body.
Examples of color association with the adverb unhealthily:
– I called him, elbowing my way through. Somebody gave him a shaft, and the eyes in his gaunt, unhealthily
yellow face looked like two saucers to me.
– The man dying behind the transparent green curtain had a visitor once a week. Every Sunday, a sad, unhealthily pale and obese woman brought him a bouquet of flowers.
– Jakob Kahn was lying on a large double bed under a red blanket. His eyes were closed and the cheeks sunken. The skin of his face and hands was unhealthily pale.
– Heading for the door in the following moment was dr. Friss, a Danish philosopher and one of the translators
of Schweitzer‘s works, who was visiting, and whose complexion now acquired an unhealthily green hue
(from non-fictional literature).
Examples of the exaggeration usage:
Color association with the adverb morbidly:
– Flynn recognized the tracheal tube that was still sticking out of his mouth, morbidly pale complexion and
the open eyes which looked alive...
– That radiant queen of pop is a total wreck today. Marked by drug use, an empty stare in her eyes, morbidly
pale skin.
– Stephanie was morbidly pale and her eyes were shut. It seemed that she was not breathing.
Color association with the adverb deadly:
–There was one primitive stretcher after another, and all were occupied by moaning, sweating, deadly pale
people, who were trying to catch their breath in a stifling smell of excrement and iodoform.
–Good gracious, mom, are you sick? Her face was frozen and deadly pale, the eyes as if sunken deep in the
sockets, and the edges of eyelids were reddish with fatigue.
–She also met a robust, bright Persian with a pair of deadly green eyes.
The yellow color and other colors are perceived to epitomize the symptoms of
poor health because they are not the normal colors of human skin, even without using
the qualifying adverbs sickly, unhealthily, morbidly, deadly. They sometimes combine
with comparison-serving adverbs, the so-called characterizing adverbs, derived from
the material-type adjectives like waxily, ashenly. They are frequently coupled with the
colors yellow and gray.
– Cashier Carter was a middle-aged man with an unexcited, permanently bored expression in his face, and
parchment-like yellow complexion.
1)
All examples are citied accoreling to the Czech National corpus SYN, including. The corpore SYN 2000,
SYN 2005 and SYN 2006 PUB. In the English version of the article there one all the texts trenslated from
Czech in English.
152
– At the table sat a man with a parchment-like yellow face and pale watery eyes above his sunken cheeks.
– Artur was terribly nervous. He had been overworked since the Lonsdale case and put on a lot of weight lately.
He was ashen gray in the face and visibly aged.
– …and the custodian found what he was looking for in a man with ashen grey complexion, a graying beard,
and quick, perceptive eyes.
Likewise, the addition of a shade of gray to a certain color tends to be perceived
as a syndrome of physical or mental health:
– Those two guys looked the same. They must have been twins. They even moved alike. The skin, or whatever
it was, had a grayish yellow tint, like rubber.
Assigning the color green or white to a human face often implies exaggeration,
although the color encountered in serious writings was predominantly white.
– „I have not seen that many yet“ said Anežka. „One is almost afraid to breathe“. Now, in the twilight, her
face appeared rather white, the lips were half-open and the eyes reflected long rays of light, as if turning
a diamond...
– Father‘s firm grip stopped me in my tracks. I looked at him. The sinews on his neck stood out and his chalky
white face was distorted by fear. The expression of his face used to haunt me in my dreams for years.
– We had managed to take off our raincoats and look around a little before the future lady of the house stumbled down into the hall on her shaky legs. Her face was ashen grey with fear, her meandering gaze vacant.
– He paused again and pressed the knuckles to his mouth as if to suppress a sudden emotional rush. When he
lowered the hand, his lips were almost white. Troy discretely placed the photograph on the table.
References to green color suggest a humorous exaggeration:
– If I want to please the children, their friends, and myself too, we go terrain riding in the Brdy woods. Although the boys‘ faces turn green now and then, the Maverick with a four-wheel drive, a gear reduction and
a lock can handle the slopes, the roughness, the mud, the snow, and the trenches without any damage to the
car or its crew.
– „...Even though I tried to think about something else, I scarcely slept before the race“ reminisced Palouš,
who represented AMK Hořice, after his landing in Prague. „But when I glimpsed, during the official lineup,
how nervous was Hasenakua, who was virtually green in the face, I calmed down. From that point on I felt
fine throughout the race.“
The color purple, sometimes in combination with other colors, is usually associated with a person in a moment of great physical exertion, or even critical condition:
– Red eyes and dark-purple lips glowed in the face white as (whitewashed) wall, the wheezing mouth catching
breath, the body on the verge of collapse. Coxswain of the representative eight-oar boat Radek Zavadil
looked like that after his boat came in fifth, the last in the qualification race for the Olympic Games on the
Lake Lucerne.
– The monk did what he could. He sank heavily to one knee. His face was starkly purple, as if blood had coagulated under his skin. He moaned, grabbed his throat, and, being short of breath, drew his tunic open.
– They were clambering up, the old guy being almost purple in the face. He kept clutching at his heart. But
on he went, crawling like a bug. Then he fell again, his face in a puddle. He groaned. The younger man
picked him up.
Conversely, in other parts of the body (like teeth), the white color is a symbol of health:
– Clear eyes, porcelain-white teeth, pink tongue – those were the only human colors that stayed with her
body.
153
Red color may be a symptom of health or a symptom of illness. It figures in folkloric writings as a symbol of soundness and freshness – see for example to sleep in until
red (Zaorálek 2000: 36), the comparisons talk about healthy cheeks (red) like apples,
like roses (SČFI, Comparisons, 1984: 419) – see the following quotes:
– But that only pleased her. When we were saying goodbye, her cheeks were beautifully red and her eyes
shone.
– But, out of the blue, he meets a little girl who is not afraid of freezing or sniffles, and she has red cheeks.
– He had a healthy red color, brilliantine on his hair, and smelled of suede and clean tweed.
Of course phrases like red as a burning fire, feverishly red, the eyes as red as a
hare‘s also appear in Czech comparisons. In papers on medical subjects, red tends to be
a syndrome of a disease or disorder:
– Exanthema does not normally occur in the face but the skin here looks – with the exception of mouth and
chin (circumoral pallor) – diffused red.
– Apis is indicated for allergic reactions to insect bites, when the skin swells quickly and becomes bright red.
– On the other hand, vitamin P, also present in carrots, contracts the unsightly red enlarged blood capillaries
in the face and the décolletage.
– If somebody has a headache because of the heat, sweats abnormally, is sleepy and sluggish, and has pinkishred skin with an orange peel look will be helped by a medicine called Apis Mellifica (five granules every 10
minutes), according to Vančuříkova.
The authors of fictional literature sometimes draw on their insights for images
that are almost naturalistic:
– The cyclist who had a two-minute lead suffered terribly on account of painful sores. He sat almost on the
small of the back. His neck was dark red and his fair hair was bleached by the sun.
– Eliska... typhoid... he moved it gently aside and burst in the room. The smell of medicine surrounded him –
and there, in the corner on a bed, against the golden sun of a spring afternoon, a sharp silhouette of her head!
She was lying on her back, the face burning red, with glassy eyes, groaning frightfully.
When working with texts containing these types of color references, it is possible
to apply the knowledge gained in the Czech language and literature and other studies,
for example in the module „Man and His Health“ (human biology) or „Man and Society“ (awareness of folk customs, ideas about colors as indicators of health or sickness) to
explain (or judge) why the author invoked the specific quality of, say, white or yellow
color to highlight a symptom of a disease. In learning foreign languages, the words of
color are part of the basic vocabulary, but when translating a text in Czech into a foreign
language, it is necessary to differentiate in what meaning and in what function is the
color reference deployed, because it may have some bearing on the translation. The use
of colors as medical symptoms is therefore a form of communication about health and
disease that allows to interconnect the various educational areas.
BARVA V OBRAZU SYMPTOMŮ ZDRAVÍ
A NEMOCI V ČESKÉM JAZYCE
Abstrakt: Rámcový vzdělávací program pro základní vzdělávání předpokládá,
že žák nejen získá informace o zdraví, o tom, jak zdraví chránit, o rizicích pro zdraví.
154
Nedílnou součástí vzdělávacích programů však vždy byl požadavek na rozvoj komunikačních schopností včetně schopnost komunikovat o zdraví a vyjadřovat se k tomuto
tématu. Čeština disponuje bohatou slovní zásobou k tématu zdraví, nemoci, péče o zdraví, její součást jsou jak výrazy užité v původním významu, tak přenesená pojmenování,
obrazná vyjádření a frazeologie.
Texty z různých stylových oblastí, zejména texty umělecké, popř. publicistické, ukazují., jak jsou pro postižení symptomů nemoci a zdraví využívána označení barev člověka, jeho pokožky: např. přirovnání s barvou žlutou je často využíváno pro obraz člověka nemocného, který má obličej žlutý jako vosk, voskově
žlutý, podobně bývá se zdravým či spíše nezdravým vzhledem spojována barva
šedá (šedý jako popel, popelavě šedý). V současné době máme k dispozici bohatý jazykový materiál – půlmiliardový korpus psaných textů současné češtiny. Při
vysvětlení využití barev pro obraz zdravého/nemocného člověka je možné opřít se
o znalosti z dalších oborů (např. z biologie a zdravotních věd).
Klíčová slova: rozvoj komunikačních schopností, vzdělávací program, zdraví,
názvy barev a symptom zdraví a nemoci v českém jazyce, přirovnání, obrazná vyjádření
155
School and Health 21, 2010, Health Education: Contexts and Inspiration
HEALTHY SLEEPING AND REST
POSSIBLE MODIFICATIONS INTERIOR
MICROCLIMATE
Jaroslav SVOBODA
Abstract: This paper is concentrated on finding of the impact of ions in dwelling environment. It has been tested the influence of ions on amounts of VOCs (Volatile
organic compounds).
This thesis studies canopy bed and quality of inner environment. Main aim of this
thesis is attempt to design bed (known as canopy bed), at which - by usage of technique,
technology as well as design - it would be possible to create canopy, which would allow
modification of microclimate in area between bed and canopy. Modification of internal
microclimate would be provided by filtrating air in this area.
Keywords: canopy bed, microclimate, air filtration.
Introduction
The question of healthy sleep and housing is very often recently discussed the problem. It’s given the state of our environment. This has been generally in the area improves,
but still used on a larger scale a series of new materials and technologies, which despite all
the efforts are not exactly known their effects on human life. Toxic gas components are entering the interior of the outdoor environment, arising from inside the buildings due to the
construction materials and the influence of human activities. In measuring the impurities
in the air in the interior, it was found that in interior air is more polluted than the exterior.
Cleanness airs only affect the natural gas components, but in the dust, aerosols and various
micro-organisms, whose source is, inter alia, the materials contained in the interior. And
here spend one-third of life sleeping and at least one third of the second free stay. We know,
because this represents the largest part of our lives!
Purpose of work
The concept of this task can be attributed to the application of historically well-known
and psychologically oriented adjustments beds using canopy (heaven), so that a relatively closed area (defined heavens and the beds), in which it would be possible to clean the air in accor157
dance with the desired parameters such as the type and dependence allergies. This will also be
in this area created the necessary microclimate for healthy sleep and rest. At the same time, this
clean air was accompanied by negative ions, which are so necessary for human life. In the interior are still negative ions due to deteriorating environment in very small indeed, almost minor
quantities. The use of this equipment can be seen not only for healthy sleep and relaxation, but
also as for the prevention for healthy people living in a polluted environment.
Social - the historical position of beds
Beds were from ancient times among the most important furniture objects. It presentational piece of furniture not only the premises feudal dominion, but also houses wealthy
burghers. Beds were covered canopy and curtains of rare substances. Form kind of massive
element, dominant volume of the entire area of his bedroom. For living then such intimate
area provide more warmth and protection against insects. Beds have often built in the area
of the raised podium, which was even more highlighted their dignity. Canopy was often
part of the architecture in the room and was suspended under the ceiling above the bed,
using the columns. 20 sleeper furniture century is characterised by effort to achieve optimal
composition sleeping area, which would meet the requirements of modern knowledge of the
physiology of sleep. At present, there are beds to the heavens only very rarely.
Figure 1: Bed with a canopy - Late Renaissance
Figure 3: Bed from the time of Louis XIV
Figure 2: Spanish Baroque bed
Figure 4: Bed with a canopy -Empire Style
158
Ionic environment and air ionized incidence on man
Ions have important place in environment. Positive ions are attracted to Earth
+
surface. Negative ions are repulsion towards ionosphere. Negative ions (N2 and O2 )
rising outdoor and in rooms in considerable quantity, but their concentration is quickly
declined by polluting materials. Air contains always more impurities. These impurities
joint to negative ions in consequence of electric changer distinctness. Ions decrease often brings health difficulties which are caused developed by lack of negative ions.
Influence of toxic materials on man
The activity of toxic materials on man can lead to development of different illness. Short term illness make neuralgic pains and low mental and physical efficiency
and total tiredness. Long term lack of ions can lead to lasting neuroses and respiratory
trouble. Main ions trap are smoke, smog, dust, aerosol and various micro-organisms.
Oxygen anions are considerably highly effect on our health and psyche and immune system.
Anions are exploited to cure different health disorders, especially for air ways,
but even burn injuries and nervous disorders.
Philosophy proposal
This modern concept of the heavens beds can be seen as a memory of history, but
in a new concept canopy and use of new advanced air-conditioning and ionization technology. Use “canopy” create an entirely specific conditions (microclimate) for healthy
sleep and rest. The necessary quality is achieved by using micro-special cleaning, airconditioning equipment and ionisation. All of these technologies are set into one device
and incorporated into the structure of heaven.
Tested operating on a very pleasant man and his intimate mini induce space,
which may have an impact on his psychological well-being. If we look back to the past,
so we find that the beds were very popular heavens and tested before many hundred
years ago. It is true that the beds were constructed as chest bedroom in the rooms where
their massive canopy should feature more heat, protection against insects and decorative. Therefore, I think that is not nothing special but the thing that tested and proved in
the previous years. It is, however, the method, which must transform and integrate into
our modern time.
The proposal bed with a canopy – design
The proposals presented must be understood from the dual perspective. And this
from the perspective of design-psychology and health concerns, which are not in this
work in the first place. All proposals foresee beds suitable air-conditioning equipment
technology. This technology can be effective in different ways according to specific user
needs. In the interest of broad applicability beds - the city, countryside, young, old, etc.
are handled in the spirit of classical shapes to the concept, to some extent, futuristic, but
159
in any case would be very carefully assessed the viability of their design. The idea of
presenting the various proposals design beds, where the heavens internal micro-beds separated from the surrounding environment in the interior. The proof of this claim may be
one of the proposals, which was conducted and presented in the context of international
trade fair housing Mobitex 2008, where the “bed with the heavens” won the Grand Prix
prize for progressive technology and materials.
Figure 5: The prototype bed with the heavens issued by the International Fair Housing
Mobitex 2008
Bed with the heavens in living space
In this variant form a canopy free-floating element in the area, which is structurally related to the bed. This occurs to us very air and open space. Restraint is done to the
ceiling plate and either hanging consoles, or using a reduced ceiling - the ceiling. The
heavens are formed compared to the past and severe canopy, but are replaced by clear
and textiles, which may be suspended to heaven in different ways. Easy to attach textile
hinge ensures its easy cleaning and laundry. According to the interior in which a bed
and used according to the wishes of individual users, the system may be equipped with
air cleaners in addition to a ionizer well as a number of electronic accessories - special
lighting, acoustic speakers, etc. Design beds designed in a modern style, material veneer
Makassar wood high polish in combination with high white lustre.
160
Figure 6: Design bed with canopy in living space
Figure 7: Design bed with canopy in living space
161
Figure 8: Design bed with canopy in living space - description main parts
Conclusion
The intention of this work was to highlight the proposal of a special bed with the
heavens, which would allow adjustment of microclimate for healthy sleep. During this
work, I took the view that it alone with a bed heavens may induce a very intimate and
psychological environment, and the use of air conditioning and lighting are all points
more leverage. This very intimate environment may create a fabric canopy, which will
not only isolated from the surrounding insects, but will also have a very interesting
psychological function. Furthermore, if the heavens will be supplemented by air-conditioning and negative ion generator, so we created the necessary microclimate for healthy
sleep and rest. This possibility will appreciate how allergy and sick, as well as full health
people who would welcome appropriate regulation of air quality.
Resume
The objective of this thesis was to design special canopy bed, which would allow
modification of microclimate for healthy sleep, while meeting base requirements and
with taking account of ergonomic and construction. Design and construction of bed are
consistent with requirements for modern bed. Design of bed, by its shape and material
composition influences furniture culture and psychological factors of human. Construction then serves for base factor affecting safety feeling for sleep and rest.
The advantage of canopy is that it is not linked together with bed, but is detached
and can be sold separately. Design of canopy bed is conceived as modular system with
possibility of exchange and complementation of selected parts.
162
Credits
Credits include the Internal Grant Agency IGA MUAF in Brno, which provided
funding enabled to deal with the research.
ZDRAVÝ SPÁNEK A ODPOČINEK; MOŽNÉ ÚPRAVY
INTERIÉROVÉHO MIKROKLIMA
Abstrakt: Tento příspěvek se zabývá otázkou zdravého spaní ve znečištěném
prostředí a prostředím, které je chudé na záporné ionty, což může vést k různým zdravotním poruchám a onemocněním.
Těžištěm této práce je návrh postele (lidově: postel s nebesy), u které by bylo
možné díky použití techniky, technologie a samozřejmě i designu (z důvodu vlivu na
psychologii) vytvořit “ nebesa “, která by umožňovala v různé míře ovlivnit mikroklima
prostoru vymezeném nebesy a postelí. Změna interního mikroklimatu je řešena pomocí
filtrace a ionizace vzduchu v daném prostoru mezi nebesy a postelí.
Klíčová slova: postel s nebesy, mikroklima, filtrace vzduchu
163
School and Health 21, 2010, Health Education: Contexts and Inspiration
THE SOCIAL COMPETENCE DEVELOPMENT
OF MANAGERS IN THE CONTEXT OF THE
PERSON CENTERED APPROACH (PCA)
Eva SOLLÁROVÁ, Ivana GALLOVÁ
Abstract: The paper presents the results of a research whose aim was to examine
the effectiveness of training for managers focused on the social competence development. The changes in the PCA attitude qualities - acceptance, empathy and congruence
were evaluated in a scale by 2 experts and 116 participants of a six day experiential training. The growth of acceptance, empathy and congruence was identified both in the self
- evaluation by participants and experts evaluation when measured on the participants
of the training. The results confirmed the reinforced social competence of managers in
the accomplished structure of the experiential training of PCA attitude qualities.
Keywords: social competence, interpersonal relations, training of managers,
Person Centered Approach
The concept of social competence can be defined as the effectiveness of social
behavior and human activities. Models of social competence differ from those that
rest on specific behavioral abilities to those which are focused on cognitive structures.
Howes (1987) identifies the social competence with behavior that reflects the successful
social functioning with other people.
The concept of competence was introduced to managerial practice by Boyatzis
(1982). The concept was used to differentiate the successful manager from the unsuccessful.
He understood the concept of competence as abilities and capabilities of a man to behave in
a way that is adequate to the requirements of a working position within the framework given
by the social space of an organization and in this way to achieve required results.
In the seventies of 20th C the competence approach was developed. Its aim was
to examine the managerial competence in the organizations.
The essence of the competence approach is that the education and learning are
not organized according to the content of the studied material; however, the priority
becomes to decide what competences are necessary to develop and advance for participants. Instead of the presentation of information, facts and knowledge the role of the
educator is to facilitate, lead and support a learner in a non-directive way to acquire and
adopt the required competences. The aim of educational process is a positive change in
165
the behavior of participants of educational process and to acquire the ability to solve
topical, or prospect situations autonomously, effectively and mainly with a high degree
of competence. The survey of key competences differs from author to author. The social
competences are central to our interest together with the competences necessary to perform managerial work effectively.
The ability of the individual successfully and effectively solve social situations,
to integrate in a social environment, to understand not only the social situation but solve
it in accordance to the needs and interests of participants is defined by Kollarik (1993)
as social competence of the personality.
Vyrost (2001) composed a survey of components of social competence and outlined areas, which are covered by social competences:
• effective communication,
• ability to create and sustain relationships,
• effective solution of social problems,
• ability to make decisions,
• constructive solution of conflicts,
• application of social competence,
• social knowledge,
• self-control,
• the perception of the self,
• the self identity,
• ability to provide and acquire social support,
• effective social network,
• orientation to future,
• interest in others and the ability to take over the responsibility for them,
• respecting individual differences,
• ability to differ between socially positive and negative influences of groups.
Rogers (1951, p. 50) understands the potential of the person centered approach
in “almost universal applications” and offers the approach to reformulate it for the use
“in almost infinite variables of human situations”. In the application of our research it
is a man in the working situations, in the context of an organization whose identity we
perceive as aligned to the presented image of an optimally working personality by the
above mentioned representatives of the person centered approach; as a relevant image of
a psychologically healthy, mature man who is able to create and sustain effective working relationships. The presented image of the fully functioning man or the psychologically integrated man offers a collection of characteristics which significantly overlap
with the concept of social competences. The components of the concept of social competence (Výrost, 2002) significantly overlap with the presented characteristics of the
optimally functioning personality.
Rogers (1962) states that a highly productive manager leads people through influence and effect as counter poles to power and control. Such psychologically adapted
or integrated man is referred to by Rogers as “fully functioning person” who allows
for relationships that are equal and mutually accepting. He does not have increased
requirements for the others as well as he does not prefer his/her position or power. Such
166
relationships take the form that is not filled with threat, dependence or danger. The intimacy and relationships are sustained better and the relationships are more permanent.
Such person is friendlier, more original, more open, interprets not only positive but also
negative feelings. Thanks to that he/ she enjoys understanding but is not overprotective.
The person builds the interpersonal relationships, but does not value power too much.
The environment accepts him/ her positively. The person’s behavior leads to the fact
that they are visible, favored and respected (Merry, 2004). According to Rogers (1999)
an effective leading worker, whose attitudes – acceptance, empathy and congruence are
internalized, relates to other members of the team in a following way:
− enables the autonomy of the individuals
− offers freedom “to do own things”
− expresses own ideas and feelings
− stimulates the independence of thinking and acting
− grants full responsibility
− supports and relies on self-evaluation
There is a wide applicability of findings how person’s own capacities can be released in order to change the person and the way in which the relationships can reinforce
such a self oriented change.
Educational process belongs among possible applications. It was theoretically,
practically and also in a research examined by Rogers (1951, 1983). His promotion to
shift the intentions in education from teaching process to learning process and from a teacher to a facilitator of learning involving the whole personality is fully relevant for the
forms of effective education of adults. The role of a facilitator - trainer is not to decide
what the participants should study but to identify and create the main qualities of psychological climate that can help them to feel the freedom in learning and development.
External conditions that facilitate learning and development contain:
− unconditional acceptance of the participant,
− authentic presence and expression of facilitator,
− empathic understanding,
− climate without critical evaluation,
− support of psychological freedom.
In our view, the characteristics of PCA skills training in a group overlaps with
the characteristics of the development of a fully functioning person and comes out of the
persuasion that PCA skills can be learned and have their function to achieve the social
competence in relationships, in particular in working relationships (Sollarova, 2005).
Acquiring PCA skills for working and interpersonal interactions directly results in:
− skills of clear and congruent communication,
− skills to understand communication of the other in the interaction,
− skills to facilitate the clarity of communication with a person who has different
opinion,
167
− skills to improve the communication in a team, whose members differ in their
perception and experience,
− skills to understand the other,
− skills to manage effectively burdensome, conflicting, and stressful situations.
According to the authors results defined in this way significantly saturate components of social competence. Therefore it is possible to perceive the development of key
qualities of the PCA within a group of managers as a support of their social competence
in defined expressions, which create and manage working relationships in a narrower
sense of the word and support optimally, more effectively, fully functioning person in
a broader sense of the word. (more in Sollárová, 2008).
Research verification of changes in personal variables, interpersonal variables
and behavior (e.g. Sollárová, Sollár, 2007) can be evaluated as compatible with changes, which the examinations of changes within a therapy focused on a client state, in the
direction of reinforcement of optimal person’s functioning.
PCA is understood as one of the models of theoretical and also methodological
application to understand and develop social competences of managers. We were interested in the PCA training effectiveness lead from a perspective focused on participants.
We tested if the training has an effect on a change of the level of attitude – acceptance,
empathy and congruence as qualities reflected in social competence of managers.
Methods
We tested 165 managers working in the state administration of the Slovak Republic. 48 hour training was focused on effective creation and management of working
relations through the training of PCA attitude qualities – acceptance, empathy and congruence and was accomplished in groups of 15 people under the guidance of 2 qualified
lecturers in two 24 hour sessions with a two month distance between training sessions.
To verify the level and changes of attitude qualities (acceptance, empathy and congruence) we created a 15 item Scale to assess the level of interpersonal qualities, which we
administered to participants at the end of the training to self evaluate the original level
and present level of monitored qualities. The level at the beginning and at the end was in
a conclusion evaluated also externally, by the expertise evaluation of lecturers.
Out of 15 items of the Scale the quality of acceptance was reflected by 2 items
(acceptance of the opinion of the other and the acceptance of criticism), empathy by
3 items (nonjudgmental attitude during listening, impersonal dissociation and control of
the correctness of listening) and congruence by 4 items (clarity of the message, matterof-factness, expression of the experience and congruent decision) evaluated on a scale
from – 5 to +5, where the value of -5 represented the level of extreme incompetence and
value of +5 extreme competence. Results were transformed to the index -100, +100 and
defined 7 levels of competence: highly incompetent, rather incompetent, slightly incompetent, unclear, slightly competent, quite competent, and highly competent. To verify the
differences in self evaluation of participants and evaluation of experts we used Student
t-test for dependent samples (Sollár, Ritomský, 2002).
168
RESULTS AND DISCUSSION
Changes at the level of acceptance
Table 1. The significance of differences in score of acceptance during self-evaluation by
participants and evaluation from experts
SE
EE
N
AM
SD
situation at the beginning
97
24.22
39.83
situation at the end
97
52.47
29.54
situation at the beginning
99
-12.32
33.40
situation at the end
99
13.43
35.66
T
p
-8.716
0.001
-16.439
0.001
Legend: SE- self-evaluation by participants EE- experts evaluation
The participants achieved during self-evaluation in the subscale acceptance the
average score 24.22 at the beginning and 52, 47 at the end. The difference identified was
statistically significant at the 0.1 % significance level, in the direction of a higher score
at the end of the training.
The experts evaluated the level of acceptance of participants at the beginning
of the training -12.32 and at the end of the training +13.43. The stated difference was
statistically significant at the 0.1 % significance level, in the direction of a higher score
at the end of the training. Monitoring the self-evaluation by participants we found out
managers at the beginning of the training evaluated the achieved level of acceptance in
the level of slight competence. At the end of the training the value of acceptance was of
a rising tendency while it remained in the level of slight competence.
Significantly more critical were the experts who evaluated the level of participants’ acceptance at the beginning of the training with a minus value in the level of
unclear. A progressive change took place at the end of the training when experts evaluated the level of participants’ acceptance still in the level of unclear, this time, however,
with a plus value.
We assume that as a result of a change in the acceptance the managers will be
more competent to perceive real social situations, especially in terms of tolerance to
the opinions of the other, as well as in the ability to accept disagreement and criticism
of the others. Therefore it is positive that in spite of differences in the original evaluation of the level of attitude quality there was a rising tendency in both evaluating
groups. The tendency supports the statistically significant change in the increase of
the acceptance level. In compliance with Rogers (1951) we assume that if manager
introduces the acceptance value in team work the members of the group gradually
take over the value. They start to express higher degree of acceptance to each other.
They can be more tolerant to mutual disagreements. Accepting environment supports
the willingness of individuals to express easier their own real attitudes and feelings
and at the same time it enables them to accept authentic feelings and attitudes of the
others.
169
Changes at the level of empathy
Table 2. The significance of differences in average scores in self-evaluation by participants and experts to evaluate the training in empathy
SE
EE
N
AM
SD
situation at the beginning
92
18.98
32.83
situation at the end
92
52.82
21.38
situation at the beginning
100
-15.73
24.57
situation at the end
100
12.13
26.99
t
p
-10.768
0.001
-18.296
0.001
Legend: SE- self-evaluation by participants EE- experts evaluation
The participants achieved an average score 18.98 in the subscale empathy during
the self-evaluation at the beginning of the training and 52.82 at the end. The difference
was statistically significant at the 0.1 % significance level in the direction of a higher
score at the end of the training.
The experts evaluated participants in the subscale empathy at the beginning of
the score -15.73 at the end of the training +12.13. The stated difference was statistically
significant at the 0.1 % significance level in the direction of a higher score at the end of
the training. At the beginning of the training participants evaluated the attitude value
empathy as a plus value in the level of unclear. The evaluation at the end of training
captures the positive tendency and managerial skills were shifted to the level of slight
competence.
The same tendency of more critical evaluation than in the case of acceptance is
revealed in the evaluation of experts of empathy quality. The original level of empathy
of participants is evaluated by the experts as a minus value in the level of unclear, at the
end of the training in the same level, however, as a positive value.
To compare the original values during self-evaluation of empathy by the managers with the average values of other qualities, these were lower. We assume that it is
because empathy is underestimated as a quality supporting the building of relationships
and facilitating communication in working relationships.
We assume that the increase of empathic behavior influences the social competence of managers mainly in the aspects of willingness to listen to others and assurance
that they understand the others correctly as well as the willingness to listen without
subjective interpretations and a risk to identify with their problems.
Changes at the level of congruence
Table 3. The significance of differences of average scores during the self-evaluation of
participants and experts to evaluate the training in congruence
SE
N
AM
SD
Situation at the beginning
94
30.37
30.71
Situation at the end
94
57.76
22.15
170
t
P
-10.664
0.001
EE
Situation at the beginning
100
3.65
25.59
Situation at the end
100
20.95
25.79
-12.384
0.003
Legend: SE- self-evaluation by participants EE- experts evaluation
Participants achieved average score 30.37 in the subscale of congruence at the
beginning of the training and at the end it was 57.76. The difference in score was statistically significant at the 0.1 % significance level in the direction of a higher score at the
end of the training. The experts evaluated participants at the beginning of the training in
the subscale congruence as the score of 3.65 and at the end it was 20.95. The difference in score was statistically significant at the 1 % significance level in the direction of
a higher score at the end of the training.
At the beginning of the training the participants evaluated themselves in the level
of slightly competent. At the same time as it was mentioned above also in this case we
follow the reinforced acquiring of congruence in the level of slight competence. In comparison with other qualities in the self-evaluation managers evaluated congruence as the
highest value. We consider important to support and train effective forms of assertive
behavior because traditional management understands assertion rather in the form of
power and control than influence and effect (Rogers, 1999).
The change that was observed by the experts at the end of the training was directed toward the participants’ congruence in the level of slight competence.
We assume that the growth of congruence affects the social competence of managers especially in the aspects of non-harmful self-assertion, comprehensibility to set
tasks, as well as the ability to decide and express one’s needs in correspondence to one’s
beliefs.
Conclusion
While evaluating attitude qualities we observed a common phenomenon .The
evaluation of the original level of acceptance, empathy and congruence in self-evaluation by the participants was more positive on one hand and markedly more critical when
it came from the experts.
We think that a number of managers idealize their own style of interpersonal
functioning. A more critical evaluation from the experts can be linked to a more qualified and complex understanding of the content of the abovementioned concepts – acceptance, empathy and congruence and the competence to have a more operative idea
how to use attitude qualities in specific interpersonal attitudes and behavior. Difference
in self and other perception corresponds to results of research (Sollár, 2010), in which
self-evaluators rated their interpersonal characteristics positively than external evaluators.
In spite of the original differences in the evaluation of the level of achieved
qualities from the experts and in the self-evaluation of the participants both the self-evaluation of the training by participants and the evaluation from the experts recorded the
increased level of all three interpersonal qualities. The results confirmed the effectiveness and reinforcement of the managerial competences in the pattern of the accomplished
experiential training of PCA attitude qualities.
171
ROZVOJ SOCIÁLNEJ KOMPETENCIE MANAŽÉROV
V KONTEXTE PRÍSTUPU ZAMERANÉHO NA ČLOVEKA
(PCA)
Abstrakt: Príspevok prezentuje výsledky výskumu, ktorého cieľom bolo skúmať účinnosť výcviku manažérov zameraného na rozvoj sociálnej kompetencie. Zmeny
v postojových kvalitách PCA (prístupu zameraného na človeka) – akceptácii, empatii
a kongruencii boli hodnotené na škále 2 expertmi a 116 účastníkmi 6-dňového zážitkového výcviku. V sebahodnotení účastníkov aj v hodnotení expertov bol vo výcviku zaznamenaný významný nárast akceptácie, empatie a kongruencie u účastníkov výcviku.
Výsledky potvrdili účinnosť posilnenia sociálnej kompetencie manažérov v realizovanom dizajne zážitkového výcviku PCA postojových kvalít.
Kľúčové slová: sociálna kompetencia, interpersonálne vzťahy, vzdelávanie manažérov, prístup zameraný na človeka (PCA)
172
School and Health 21, 2010, Health Education: Contexts and Inspiration
INTERPERSONAL CHARACTERISTICS OF
MANAGERS – SELF-OTHER AGREEMENT
Tomáš SOLLÁR
Abstract: The paper presents the results of a research aimed at agreement rate
between self – evaluation and judgment by others regarding the interpersonal characteristics of managers. The rate of agreement among the judges of a different level of
expertise regarding their work with managers was studied. Evaluation of interpersonal
characteristics within Wiggins’s theory was conducted by three evaluators in the group
of 156 managers, participants of a short – term training focused on effective stress coping. Three evaluators differed in the rate of agreement of interpersonal characteristics.
Lower agreement was most likely influenced by the nature of the situation in which the
judges and managers knew each – other, by the short duration of the training, as well as
by selective expression of judged characteristics in the training context.
Keywords: interpersonal characteristics, self-other agreement, managers
Introduction
Judgment of other people’s traits is a part of human functioning in every interpersonal contact. Perception of others is usually done on the level we are sometimes aware
of, but sometimes not. Since it is a natural manifestation when contacting other people,
mutual judgment can be observed also in education not just at schools, but also when
educating adults, including managers. As many researches indicate, judgment and selfevaluation of personality traits in people is not identical, but quite frequently it reveals
discrepancies. Differences in perception are caused by some moderators; their current
review can be found in Hřebíčková (2003). These are the four moderators that can influence the self-other agreement according to Funder (in Hřebíčková, 2003): judge, target
– person judged, judged trait and information. In this study we investigate the self-other
agreement. Specifically, three facilitators whose expertise experience with Rogers PCA
(Person Centered Approach) application to work relationships was of a different level.
We examined whether there is an agreement between self-evaluated and judged by others
interpersonal characteristics. The research situation is described with regard to the four
moderators mentioned above. Judged people were managers working in the Centres of
Labour. Judged traits were interpersonal characteristics. We have chosen the Wiggins’s
theory which was inspired by Leary’s theory of interpersonal behavior. It describes the
173
model of eight interpersonal characteristics (assured-dominant, arrogant – calculating,
cold-hearted, aloof-introverted, unassured-submissive, unassuming-ingenuous, warmagreeable, gregarious-extraverted) which create the circle with two independent factors
(dominance and nurturance).
The fourth moderator of self-other agreement is information (Hřebíčková, 2003),
which relates to the quantitative and qualitative aspects of the relationship between
the judges. As for the period for which the judges have known the managers, it was a
short – term period. The quality of the relationship was associated with the nature of
the training. The main focus of the training was oriented on everyday situations which
were classified by managers as stressful. Previous researches in the area of agreement
between self-evaluation and judgment by others indicate different level of agreement in
various situations. Blackman and Funder (1998) found out, that agreement between selfevaluation and judgment by others increases when the time of observation is prolonged
and this finding is valid for the most visible personal traits. The duration of mutual contact between the facilitators/lecturers and the managers should accordingly result in not
identical evaluation and self – evaluation, but on the other hand the nature of the contact – opportunity to demonstrate the ways of stressful situations solving – could cause
higher agreement between judgment and self-evaluation. Also in trait evaluation – due
to having enough time and opportunities to express themselves in training situations –
the judges and participants should achieve higher degree of agreement.
The degree of agreement between the judges and participants increases when participants know each other in non-structured situation, which offers more possibilities to express one’s behavior freely (Letzring, Wells, Funder, 2006). Since theoretical background
of the training was Rogers´ person centered approach (more about its application for work
with managers see Sollárová, 2005, 2006a, 2006b, 2008, Sollárová, Gallová, 2010, Sollárová, Sollár, 2007a, 2007b), which is traditionally described as non-structured, with having more opportunities for natural expression of participants tendencies, higher degree of
agreement can be expected. In accordance with this direction we could mention supportive
findings of Andersen (1984), that conversation of people about feelings and thoughts resulted in higher agreement between self-evaluation and judgment by others than conversation
about hobbies and activities (Letzring, Wells, Funder, 2006). The focus of the training was
mainly on feelings and thoughts in real stressful situations of managers.
On the other hand, previous findings indicate, that when evaluating managers by
lecturers, it can come to a disagreement. Kenny (2002) found out, that there is a higher
agreement with those people, who are closer to us, even though he claims that it is
not clear, why this is so. Hřebíčková (2003) found relatively high degree of agreement
between relatives when evaluating personal traits. Participants perceived themselves as
more extroverted and calm than they were perceived by others, while the gender did not
have any impact on evaluation of personal dimensions (Farah, Atoum, 2002). Differences in perception skills were found by Sollárová and Gallová (2010). McCrae and Costa
(in Hřebíčková, 2003) summed up the results of ten studies examining the agreement in
evaluation of personal traits with mean correlation of 0.45.
We assume that agreement rate will differ not just among the three judges, but
the differences shall be found also with regard to particular evaluated interpersonal characteristic.
174
Methods
Sample
Evaluation of interpersonal characteristics was conducted by three judges in the group
of 156 managers, participants of a short-term trainings (altogether 48 hours in 6 days, 11
groups), aimed at searching effective ways of coping with stressful situations. Three lecturers differed in age, gender and amount of experience with Rogers’s Person Centered Approach for work relationships. The first lecturer had less training experience with managers,
with less number of PCA training hours in comparison with the next two, second lecturer
(lecturer 2) had more training experience with managers and completed psychotherapeutic
training, the third lecturer (lecturer 3) had the most training experience with managers.
Method
We used the Slovak version of Wiggins’s Scale IAS-R (Interpersonal Adjective
Scale) with 64 pairs of adjectives creating altogether 8 factors. Both versions (for judgment
by others and self-evaluation of interpersonal characteristics) were scored on 8 point Likert
scale. In our research we used 8 scales: PA (assured, dominant), BC (arrogant, calculating),
DE (cold-hearted), FG (aloof, introverted), HI (unassured, submissive), JK (unassuming,
ingenuous), LM (warm, agreeable), NO (gregarious, extraverted).
Research plan
Evaluation was conducted at the end of the training – altogether 48 hours. Three
lecturers judged the managers – participants using Wiggins Scale IAS-R. In the course of
the second three – day session the managers were asked to fill in the IAS-R, the instruction
was to evaluate their own interpersonal characteristics. The comparison was the “self-other
agreement”. Each lecturer judged different managers (n = 44, 57, 55).
Procedure
In assessment of methodological aspects, Hřebíčková (2003) describes two possible ways of agreement computation: comparison of means and correlation. Means comparison describes to which degree the judging and evaluating is on average similar. High
correlation describes that higher self-evaluation of characteristic will be also judged by
others as higher.
To assess differences we used t-test for two dependent samples and Pearson correlation coefficient. The results were computed for all lecturers altogether since every
lecturer judged different group of managers. Subsequently we examined the agreement
for lecturers separately. The same procedure was used when we examined the relationship
between self-evaluation and judgment; in this case the indicator was correlation.
Results
The agreement between judgment and self – evaluation of managers was examined by comparison of means. The results are presented in tables. In the first table there
are the values without any identification of the lecturer, the second table present the differences among three judges separately. The assessed variables were 8 scales of IAS-R.
175
Table 1. Self-other agreement of interpersonal characteristics by three lecturers together
and managers (n=156)
Variable
Self-evaluation
M1
SD1
43.71
7.14
16.57
6.75
15.03
6.82
24.83
7.21
23.01
8.56
44.31
6.77
48.61
7.67
44.02
8.73
PA
BC
DE
FG
HI
JK
LM
NO
Judgment by lecturers
M2
SD2
39.48
9.60
17.44
7.86
15.94
7.72
22.92
7.50
23.09
10.25
37.28
6.62
37.46
10.07
31.35
11.37
t
5.089
1.227
1.178
2.558
0.076
9.454
10.377
12.401
p
<.001
.221
.240
.011
.939
<.001
<.001
<.001
Legend: variables are described in the section Method
When evaluating self-evaluation and judgment by others regarding interpersonal
characteristics of managers we found statistically significant differences in 5 out of 8
variables. In all cases, each interpersonal characteristic was perceived more intensively
by the managers. In comparison with judgment of the lecturers, the managers perceived themselves as more assured, dominant (PA), introverted (FG), unassuming (JK),
warm-agreeable (LM) and finally more gregarious (NO). The differences were more
noticeable in the last three characteristics. Further the results of differences among the
three lecturers are presented.
Table 2. Self-other agreement of interpersonal characteristics by three lecturers separately and managers (n=156)
Variable
Lecturer 1 (n=44)
Lecturer 2 (n=57)
Lecturer 3 (n=55)
PA
BC
DE
FG
HI
JK
LM
NO
Mself
43.49
16.06
13.77
24.57
22.34
44.12
47.14
42.43
Mself
44.48
17.63
16.09
25.05
23.05
43.53
48.18
44.87
Mself
43.11
15.89
14.96
24.81
23.53
45.27
50.25
44.43
Mother
40.41
18.95
17.59
23.84
25.14
37.55
37.43
30.75
Mother
43.74
18.28
13.33
19.35
20.61
39.05
43.95
40.07
Mother
34.35
15.38
17.35
25.89
24.03
35.24
30.77
22.81
t1
2.395*
2.199*
3.540**
0.500
1.633
5.095***
5.158***
7.274***
t2
0.565
0.626
2.507*
5.357***
1.740
4.190***
3.175**
3.831***
t3
6.055***
0.380
1.538
0.882
0.272
7.249***
11.245***
13.722***
Legend: * p<.05 ** p<.01 *** p<.001; variables are described in the section Method
We examined whether the differences among the lecturers are significant or not,
when judging the same variables. In three characteristics, similar differences were found
in all three lecturers (unassuming – JK; warm-agreeable – LM; gregarious – NO). When
judging submissiveness (HI) no differences were found in either lecturer. When judging
other characteristics, the differences occurred in one, or two lecturers. One lecturer judged differently introverted characteristics (lecturer 2, FG); calculating characteristic
(lecturer 1, BC). The managers evaluated themselves as more assured (PA). In the characteristic “cold-hearted” we revealed the significant differences in the opposite direction
(lecturer 1 perceived the managers as more cold-hearted, while lecturer 2 perceived
176
them as less – cold-hearted in comparison with their own perception). The differences
are presented in the chart, which points out that the most significant differences were
found in the following characteristics: PA, JK, LM and NO.
25
20
15
Lecturer 1
Lecturer 2
10
Lecturer 3
5
Total
0
-5
PA
BC
DE
FG
HI
JK
LM
NO
Graph 1. Mean differences in self-other agreement of interpersonal characteristics.
In the next analysis we tried to examine, whether the differences, except from the
level expressed by the mean value, can be found also in the correlations. The first aspect
in judgment refers to the relationship – whether it is positive or negative, the second
aspect refers to the combination of a relationship and the level of judgment.
Table 3. Correlation of self-evaluation and judgment of interpersonal characteristics by others
N
PA
BC
DE
FG
HI
JK
LM
NO
Total
156
0,260**
0,267***
0,124
0,197*
0,194*
0,039
-0,127
0,215**
Lecturer1
44
0,307*
0,217
0,328*
0,136
0,117
0,058
-0,032
0,385**
Lecturer2
57
0,130
0,428***
0,314*
0,303*
0,186
0,040
-0,086
0,288*
Lecturer3
55
0,310*
0,138
-0,045
0,241
0,255
0,093
-0,111
0,119
Legend: * p<,05 ** p<,01 *** p<,001; variables are described in the section Method
Ideal agreement of self-evaluation and judgment by others could be reached just
in the case of high positive correlations along with non-significant differences. According to the findings of McCrae and Costa, who assert that when judging and self-evaluating of personal traits the mean correlation is .45, we consider the correlations that
are close to this value as confirming the standard level of self-other agreement. Except
from one pair of judges (Lecturer 3 in judging the characteristics cold-hearted, DE) and
all judges in the characteristic warm (LM), all correlations were positive. All negative
correlations were not statistically significant.
177
Just one correlation (Lecturer 2 – BC) reached the value that was higher than 4.
The variables, in which the significant differences were found in the level of judgment
(PA, FG, JK, LM, NO), the disagreement refers to the correlation in the characteristics JK
and LM (unassuming and warm-agreeable). The level of judged interpersonal characteristic can account for the disagreement in the characteristics PA, FG and NO (dominant,
introverted, gregarious). Not significant correlations (except from the differences in the
mean values) indicate that besides the different judgment of a level related to the characteristic, we should take into account also different judgment of a characteristic in general.
Conclusion: Three judges differed in the level of achieved agreement regarding
the interpersonal characteristics judgment. As it can be seen in the graph (Graph1), in
some characteristics the judges achieved higher degree of agreement. When the relationships were examined, rather weak relationships (the mean correlation r=0,177) were
discovered. The judges differed in the level of agreement with the target people-judged
and in the characteristics in which the agreement was achieved.
Discussion
People interaction is the source of many ongoing processes. The level of agreement between the self-evaluation of interpersonal characteristics and judgment of these
characteristics by three lecturers in the group of managers was most likely influenced by
some of the following factors. From the aspects of moderators, which were introduced
by Funder (in Hřebíčková, 2003), the first one to mention is the judge. We found the
differences among the judges; they came to a different degree of agreement or disagreement in various characteristics. It is not possible to compare the agreement directly in
these three judges, since they did not judge the same groups of managers even though
the groups did not significantly differ in any characteristic when evaluating themselves.
Therefore we can only suggest that it really matters who the judge is. From the aspect of
expertise we suppose that having more training experience does not automatically mean
higher degree of agreement when judging interpersonal characteristics of other people.
Expertise is obviously displayed in the training effectiveness, but not automatically in
the agreement between self-evaluation and judgment by others. The third factor – judged
trait – probably plays more important part in the agreement. Interpersonal characteristics
which revealed higher degree of agreement belong to those more visible and they were
freely demonstrated by the participants in non-structured situations within the training
aimed at solving stressful situations. In the above mentioned situations higher level of
agreement is documented (Andersen, 1984; Letzring, Wells, Funder, 2006). Especially
in these characteristics the agreement can be positively influenced by the accurate perception of other people, since the trainings focused on solving interpersonal situations
enable the participants to express themselves quite freely. On the other hand the lower
agreement in the remaining characteristics can be explained by the fact, that there were
not enough opportunities to express the entire range of interpersonal characteristics of
participants, for instance those, which were not stressful (protectiveness, affiliation).
The lower degree of agreement could be influenced by the short time of observation (Blackman, Funder, 1998) and by the fact, that judges and target-people judged
were not in close relationships or relatives (Kenny, 2002; Hřebíčková, 2003).
178
Relatively lower level of agreement can indicate the advantage of having an
open attitude towards other people, because we probably differ in self-perception of
personal traits in ourselves and perception of personal traits in other people. Evaluation
or judgment of another person is more important for our own decision making (how
to sell a product to a particular customer) in some situations it makes the contact with
another person more difficult. Rogers´ view on a person (also in education) provides
the alternative approach in contact with other people. When being with the other person
according to Rogers´ core conditions (being congruent, empathic and unconditionally
positive regarding) one can express more fully “who he/she really is” (look for more in
Rogers, 1998; Sollárová, 2005). We consider positive consequences of this approach to
human interaction and to other people as humanistic and healthy.
Conclusion
The level of agreement between self-evaluation and judgment by others regarding the
interpersonal characteristics in managers was lower; on the other hand it is comprehensible
that most cited researches were carried out on the sample of rather close people or relatives.
In our case the managers and the lecturers at the beginning did not know one – another.
However, the disagreement in self-evaluating/judging interpersonal characteristics
of managers did not have any negative impact on the overall effectiveness of the particular
training (confirmed by the research of Sollárová, Gallová, 2010). We consider as highly
important to explore what is happening when people judge and when people do not judge
the others in interpersonal contact. What is more important is whether confrontation of
different ideas or views shall result in improving closeness or it will make the people to go
away from each other.
ZHODA MEDZI SEBAPOSÚDENÍM A POSÚDENÍM
INTERPERSONÁLNYCH CHARAKTERISTÍK
MANAŽÉROV
Abstrakt: Príspevok prezentuje výsledky výskumu, ktorého cieľom bolo skúmať mieru zhody posúdenia a sebaposúdenia interpersonálnych charakteristík manažérov. Sledovali sme mieru zhody medzi posudzovateľmi rôznej úrovne expertnosti práce
s manažérmi pri posúdení a sebaposúdení interpersonálnych charakteristík manažérov.
Hodnotenie interpersonálnych charakteristík Wigginsovej koncepcie sme realizovali pomocou troch hodnotiteľov u 156 manažérov, účastníkov krátkodobých výcvikov zameraných na efektívne riešenie záťažových situácií. Traja posudzovatelia sa líšili
v miere dosahovanej zhody hodnotenia interpersonálnych charakteristík. Nižšia zhoda
bola pravdepodobne ovplyvňovaná charakterom situácie, v ktorej sa hodnotitelia a posudzované osoby poznali, krátkym časom trvania výcviku, ako aj selektívnym prejavením hodnotených charakteristík v kontexte výcviku.
Kľúčové slová: interpersonálne charakteristiky, zhoda posudzovateľov (self-other agreement, manažéri
179
School and Health 21, 2010, Health Education: Contexts and Inspiration
MANAGER EFFECTIVENESS TRAINING
IN SOLVING STRESSFUL
INTERPERSONAL SITUATIONS
Ivana GALLOVÁ
Abstract: The paper presents the investigation of the managers’ education in organizations from the perspective of person centered approach. The goal of the education is
to develop the core attitude qualities of the approach – acceptance, empathy and congruence as a part of the social competences which support effective and successful working
relationships. In the context of effective education the paper presents the effectiveness of
interpersonal behavior of managers in solving interpersonal, primary stressful, situations.
116 managers solved three model situations after participating in 6 day training. Content
analysis of interpersonal reactions did not support the hypothesis that effective reactions
dominate over non-effective reactions. Low increase of effective reactions with dominance
of congruent reactions over non-effective reactions was found out.
Keywords: managers’ education, interpersonal situations, social competences,
person centered approach, empathy, acceptance, congruence
High technology level of organization connected with professional competences
of managers doesn’t guarantee success. Team success is significantly influenced by working relationships. The process of leading organization isn’t possible without interaction
of managers in interpersonal relationships. Employees are exposed to communication
situations that can lead to stress and dissatisfaction on both sides. The necessity to preserve organization competitiveness exerts pressure on managers. Subsequent managers’
inability to cope the stress produces their hostile behavior to the employees. Managers
often don’t use potential of effective social interactions because of non-effective communication such as aggressive, passive or manipulative behavior (Praško, Prašková, 2007).
This takes energy necessary for production and achieving the desired results away.
From the factors distinguishing successful and unsuccessful managers identified by
Lombardo, Ruderman a McCauley (1988), the successfulness of manager is supported by his
competence in interpersonal relationships (in Sternberg, 2004). Kollárik (1993) confirms that
the presence of personal social competences determines how effectively people are solving
interpersonal situations. Majtán (2008) states that manager equipped by more social competences is usually more successful than manager equipped by low social competences.
181
Social competences can be to some extent influenced. From this reason they are
becoming important elements of specific trainings. Training in person centered approach (Rogers, 1997b, 2000) is one of the developmental models. It is applied with the
goal to develop personal, social and professional competences of managers by:
– supporting personal growth,
– developing the ability of effective interpersonal relationships,
– mastering the attitude facilitating the process of change in group.
In our conditions the application of person centered approach in managers’ education is verifying by researches and these results are basic conception of presented
paper (Sollárová, 2005a, 2005b, Sollárová, Sollár, 2007a, 2007b). The goal of person
centered approach is the complex personal development – “personal growth of selfactualization”.
Rogers (2000) emphasized that effectiveness of any relationship depends on the
presence of attitude qualities such as:
– empathy, the ability to enter fully into the world of other,
– congruence, the ability to be myself, to communicate my own opinions,
– acceptance, the ability to accept independently on the quality of fulfilling some
particular conditions.
Attitude qualities of person centered approach are connected with specific goals
in management.
Empathy is quality enabling manager to understand what the words of other
person mean. Communication becomes transparent and free from possible subjective
interpretations when the person approves the sending message. When manager delays
his subjective experience, conviction and evaluation he pays attention to what people
are saying. Practically he offers space for others in the moment when he wants to understand, analyze and solve what is subjectively important for him. In this case a group
member feels understanding (Rogers, 2000).
Congruence is the support to express what the manager experiences. It leads to
competent manifestation of his own experience and to his assertion without arrogance. Its truthfulness significantly supports change to openness. This creates potential of
group members to better understand themselves and to feel that the responsibility for
evaluation depends on themselves (Rogers, 2000).
Acceptance enables manager to accept others as they really are without evaluation and conditions. In contact with others it means to see team members as independent
beings who have right to have their own experiences and feelings. As a consequence of
acceptance team members feel respected. They easily express their subjective feelings
and at the same time they accept others’ feelings (Rogers, 2000).
Presented attitude qualities can be a source that eliminates the lack of positive
climate in interpersonal relationships. After their adoption and application into the team
work Rogers (2000) identified specific forms of behavior that is competent manager
consciously able to apply in the group:
– to demonstrate warmth and empathy,
– to pay attention to other people,
– to understand the meaning and intention,
– to express acceptance and tolerance,
182
– to connect messages into the idea.
The paper presents potential of person centered approach in education with the
goal to support effective working relationships.
Subjects and procedures
Subjects were 165 managers working in civil service from all around Slovakia.
The goal of the training was to master the attitude qualities of empathy, congruence
and acceptance as a part of social competences. Research design represented 48 hours
concentrated into 6 days which were divided in 2x3 days a two months. Training was
realized in 11 groups which represents 528 hours of intervention.
Measure
Content analysis of managers’ interpersonal reactions on suggested statements
was used to measure which types of effective reactions predominate as a consequence
of mastering the attitude qualities – empathy, acceptance and congruence. To verify the
effectiveness three different interpersonal situations typical for manager practice were
used.
Statement 1 can be characterized as an emotional critique in interpersonal situation.
“You don’t report the performance you are supposed to. I suspected more when
I had hired you.”
Statement 2 can be characterized as a negative evaluation in interpersonal situation.
“I call for you because you repeatedly report non-stable performance that is
demonstrated by three records I have. I’m forced to finish the contract of your employment.”
Statement 3 can be characterized as a passive-aggressive behavior in interpersonal situation.
“It was much easier to communicate with the former boss. He could stand up for
us and our department had better position in the firm as nowadays.”
Managers wrote their reactions on every statement characterizing the real situations in organization environment. The whole sentence or the phrase was considered as an
unit of content analysis according to Hradiská (2004). One reaction of the subject could
consist of more sentences or phrases. Each statement was evaluated and categorized by
two experts trained in person centered approach. The key to categorize consists of two
basic categories and their three subcategories:
1. Category of effective reactions was represented by attitude qualities defined
by Rogers’ approach - acceptance, empathy and congruence.
Acceptance is demonstrated by accepting other person in the way he/she really
is. Instead of defense or attack against behavior considered as a threat the individual
changes blaming others to responsibility for him/herself.
183
Empathy is demonstrated by ability to understand the meaning of the other’s
message without subjective deceptive interpretations. The ability to understand the
other’s attitude considerably revises the statements and as its consequence the emotions disappear and differences are reduced from the dialogue. Participants orient
communication more to solving problem rather than attacking person or group of
people (Rogers, 1995).
Congruence is demonstrated by self-expression if the person decides. It is
characterized by potential to realize the uniqueness of subjective experience which
corresponds with actual experience and thinking as an extreme to its suppression.
2. Category of non-effective reactions includes – aggressive, passive and manipulative reactions. Defining non-effective reactions was inspired by dividing the
forms of behavior according to assertiveness trainings (Praško, Prašková, 2007).
Aggressive behavior is characterized by assertion one’s own interest on detriment of others. It is demonstrated by inability to take other’s interest into consideration, non-adequate aggression as well as irony, sarcasm and underestimation.
Passive behavior is characterized by helplessness against other’s requirements. It is demonstrated by inability to speak about subjective emotions and needs
that are suppressed because of other’s interests.
Manipulative behavior is characterized by the fact that person finds others
responsible for the process and the result of situation. There are many manipulative
variants such as pretending helplessness, emphasizing importance, using tears, possibly aggression (Praško, Prašková, 2007).
Chi square test of homogeneity (Sollár, Ritomský, 2002, Ritomský, Sollár,
2005) was used to verify the hypothesis that subjects will use effective reactions
for solving stressful situations during the training focuses on mastering the attitude
qualities.
Results
Reactions on three different interpersonal model situations were used to verify
the hypothesis. Accepting, empathic and congruent reactions were evaluated as effective. Aggressive, passive and manipulative reactions on statements were evaluated as
non-effective.
Comparison of effective and non-effective reactions (in three statements)
Following tables present differences in frequencies of effective and non-effective
reactions and their sum number.
184
Table 1: Differences in frequencies of effective and non-effective reactions (statement 1)
Statement 1
Expert 1
Expert 2
Sum
Mean
Difference in eff. reactions
Acceptance
6
12
18
9
χ2
p
Empathy
Congruence
4
38
6
33
10
71
5
35,5
33,303
< 0,001
49,5
Aggression
21
22
43
21,5
Difference in no-eff. reactions
Passivity
21
26
47
23,5
χ2
p
0
3
1,5
46,5
14,143
< 0,001
Effective
versus
χ2
0,093
p
0,759
Manipulation 3
Non-effective reactions
No statistically significant difference between effective and non-effective reactions on the first statement was found out (p = 0,759). We registered balanced number
of effective and non-effective reactions on situation marked as emotional critique (statement 1).
Table 2: Differences in frequencies of effective and non-effective reactions (statement 2)
Statement 2
Expert 1
Expert 2
Sum
Mean
Difference in eff. reactions
Acceptance
14
19
33
16,5
χ2
p
Empathy
Congruence
4
46
5
42
9
88
4,5
44
37,866
< 0,001
65
Aggression
21
26
47
23,5
Difference in no-eff. reactions
Passivity
10
8
18
9
χ2
p
3
11
5,5
38
6,7
0,035
Effective
versus
χ2
7,077
p
0,007
Manipulation 8
Non-effective reactions
Between effective and non-effective reactions on negative evaluation (statement
2) statistically significant differentiation of effective reactions (p = 0,007) was noticed.
In this analysis it was not differentiating between the types of effective or noneffective reaction but the dominance of any effective over any non-effective reaction
was measured.
185
Table 3: Differences in frequencies of effective and non-effective reactions (statement 3)
Statement 3
Expert 1
Expert 2
Sum
Mean
Difference in eff. reactions
Acceptance
14
10
24
12
χ2
p
Empathy
Congruence
10
36
10
34
20
70
10
35
25,562
< 0,001
57
Aggression
21
23
44
22
Difference in no-eff. reactions
Passivity
24
31
55
27,5
χ2
0
3
1,5
Effective
versus
χ2
0,333
p
0,563
Manipulation 3
Non-effective reactions
51 16,105
p
< 0,001
Comparison of effective and non-effective reactions on passive-aggressive
statement showed statistically significant difference (p = 0,563).
More effective reactions occurred in comparison with non-effective reactions
on all of the statements but only in one case statistically significant difference was
observed (statement 2 – negative evaluation). Using more effective than non-effective reactions was not confirmed.
Types of effective and non-effective reactions on statements
We analyzed the types of effective reactions. We verified if there are an equal
number of three types of effective reactions on three statements. Statistically significant difference was found out in three types of reactions on all three statements.
Congruent reactions (all p < 0,001) were the most frequent in comparison with
empathic and accepting ones.
Using non-effective reactions we were interested if the managers had tendency to prefer aggressive, passive or manipulative reactions on some of the statements. The most frequent reactions characterized as non-effective were aggressive
and passive. There was less frequency of manipulative reactions.
Preferring effective and non-effective reactions according to the type of
statement.
Using effective reactions on particular statements we tested if managers had
tendency to prefer congruent, accepting or empathic reaction. We verify if there is
a difference in frequency of effective reactions according to the type of the statement.
186
Table 4: Differences in frequencies of effective reactions on (3) statements
Attitude quality Statement 1
Statement 2
Statement 3
Sum
Acceptance
9
16,5
12
37,5
Empathy
5
4,5
10
19,5
Congruence
35,5
44
35
114,5
Sum
49,5
65
57
171
χ2
4,239
p
0,374
The statements aroused similar reactions of managers. No statistically significant
difference in preference of particular effective reaction according to the type of the statement was found out.
It was observed that preference of some of the effective reactions did not depend
on the type of the statement. Congruent reactions prevailed over accepting as well as
empathic reactions.
Empathic reactions were least preferable.
Table 5: Differences in frequencies of non-effective reactions on (3) statements
Attitude quality Statement 1
Statement 2
Statement 3
Sum
Acceptance
21,5
23,5
22
67
Empathy
23,5
9
27,5
60
Congruence
1,5
5,5
1,5
8,5
Sum
46,5
38
51
135
χ2
12,475
p
0,014
We verified if there is a difference in frequency of non-effective reactions according to the type of the statement. Statistically significant difference in preference of
one of the non-effective reaction was found out. The difference was related to negative
evaluation (statement 2) compared with emotional critique (statement 1) and passive-aggressive response (statement 3). On statement 2 (negative evaluation) managers
reacted mostly aggressively.
Discussion
We suppose that mastering the qualities of person centered approach will lead
managers to more productive solving of interpersonal situations. We anticipated the
development of managers towards more competent managers prepare to work also in
incompetent environment. And also mastering the skills in solving interpersonal, primary stressful, situations in training will demonstrate dominance of effective over noneffective reactions.
187
Comparison of effective and non-effective reactions (in three statements)
Investigating the frequencies of effective (49,5) and non-effective (46,5) reactions in statement 1 we came to the conclusion that the rate of the reactions was equal. Interpersonal situation presented by statement 1 expressed emotional critique. Emotional
critique often tends to be a source of hostile impulses. Hostile behavior appears when the
relationship is seen in the way that the other person is a threat for us (in Rogers, 2000). If
there are communication barriers between people (the other threatens me) it is not likely
that the hostile attitude will be solved. If the person sees the emotional critique as the
threat of his/herself then he/she constructs the barriers of free communication (Rogers,
2000). The reactions on critique (threat) often tend to be non-constructive. It can appear
as an aggressive or passive form of behavior. Passive form of behavior is connected with
fear of critique and it is saturated by low self-confidence and self-esteem. Aggressive
form of behavior is connected with desire for victory and effort to dominate over others.
The consequences of opposed types of interpersonal behavior lead to aggravation, quarrel or hostile silence (Praško, Prašková, 2007).
The hypothesis about the dominance of effective reactions on emotional critique (statement 1) was not confirmed and we interpret this by the demandingness of
interpersonal situation such as critique. The ability of person to stop him/herself and
look at the critique as at the “gift” while other person threaten us or others in the situation of critique inhibits the impact of the critique. Auto-regulation supported by the
training can increase social competence and thus support more productive behavior.
Specifically using acceptance in the moment when the critique is seen as a threat generates an assumption that the person will get back the power in contact with others
(Sollárová, 2005).
The conclusion from investigation of reactions on statement 2 (negative evaluation) confirmed the dominance of effective (65) over non-effective reactions (38). The
significant dominance of effective reactions in spite of their negative content can be
explained by its congruent formulation. We work on the presumption that sending congruent message as an effective form of reaction lower the probability of defensive reaction (personal dialogue, Meadows, 08.02. 2002). Congruence breaks barriers (Vymětal,
Rezková, 2001). Cherry’s research (in Rogers, 1999) confirms that congruent manager
is better oriented in his own motives. He is able to express immediately hostile feelings
in the way that does not hurt the other’s dignity. He is able to accept hostile feelings
e.g. negative evaluation, too. He becomes more powerful and effective because he feels
control over the situation instead of helplessness.
The conclusion from investigation of reactions on statement 3 (passive-aggressive) confirmed low dominance of effective (57) over non-effective reactions (51) but this
was not statistically significant. Passive-aggressive behavior that hides fear and masks
anger stops to form positive atmosphere and can be a source of chaos in working relationships. When reacting on tasks it is demonstrated by excuses, pretexts, forgetfulness,
often by blaming others and avoiding responsibility (www.soulwork.sk/index.php/passiveaggresive). Training in attitude qualities, specifically in congruence, can support the
competence of manager to decide not to escape the responsibility as well as to change
blaming for responsibility.
188
Types of effective reactions on the statements
While evaluating the frequency of types of effective reactions on three statements we concluded that the most often reactions on statements were congruent (114,5)
in comparison with empathic (19,5) and accepting (37,5) reactions. The dominance of
congruent reactions can be back up by the training where congruence brings participants significant value in competence to assert in non-aggressive way. The meaning of
existence of organization is potential to assert that orients on productivity and profit.
We assume that it is natural that managers most often reacted congruently. They reacted
by effective form of behavior ensuring self-assertion without effort to gain control and
power over the people. According to Rogers’ notes about leadership congruent behavior
can tend to a leadership based on influence and impact instead of power and control.
From long-lasting perspective it is harmful if the person behaves in the way he is someone else. The ability to become a person helps to be more open to others. Then we less
project “fixed schemes” and rigid rules into relationships with others (Rogers, 1999).
From possible effective reactions the lowest frequency of empathic reactions
was found out (19,5). It can be explained by tendency to dichotomized emotions and
facts as two different aspects. Organizations are traditional places where the emphasis
is put on consciousness and intellect. Emotions are considered as undesirable (Rogers,
1997b). From the research it can be concluded that in the direct management process
where the emphasis is on pragmatic side of communication empathic reactions are minimal. At the same time the effect of empathy is important in situations where it is
necessary to show others understanding or facilitate communication (Rogers, 2000).
Without target training managers consciously do not apply the value of empathy as one
of the determinant of effective interpersonal relationships. More frequency of empathic
reactions (10) was noticed in reactions on passive-aggressive situation (statement 3) in
comparison with statements 1 and 2. It can be explained by potential of empathy. We
supposed that managers reacted more empathic because in situations such as hidden
hostility or anger and aggressiveness when we do not know how to react immediately
it is appropriate to use this attitude quality. Thanks to empathy we gain time and space
to be better oriented (personal dialogue, Meadows, 08.02. 2002). The lowest frequency
of empathic reactions was on negative evaluation that can be explained by constructive
form of the statement.
The research confirmed that managers used less often than congruent but more
often than empathic, accepting reactions (37,5). According to Rogers (2000) it is unchangeable fact that applying acceptance as an attitude quality is noticeably limited because of
hierarchical arrangement in organization environment. To which extent is manager able to
express acceptance to other team members is considered by Rogers as basic condition of
person centered leadership. Specifically how he demonstrates willingness:
a) to accept group where it is at that moment,
b) to discuss themes group finds important,
c) to respect group’s decisions.
Rogers (2000) says about more demanding bounds in manager and superior relationship. According to Rogers managers have to operate in some laid down limits. Some
189
managers are in situations with fewer bounds while there are some who have to work
in situations with many limits. We understand acceptance not only as a competence in
relationship with other person but also as a competence that person uses for himself/
herself to restore his/her “impact” with the goal to interpret the situation in his/her favor.
Acceptance in this complex form includes factors as follows: exclusion of evaluation,
accepting others as they really are and accepting possible threaten of integrity as an
impulse to gain strength and independence. In spite of the fact that managers used accepting reactions on the second place while empathic reactions were on the third place,
acceptance is a quality that requires more demanding process of learning.
Conclusion
In the meaning of Rogers’ term of “fully functioning person“ Sollárová (2005)
suggests to use the term of „competent manager“. The research results don’t support
the hypothesis about dominance of effective reactions over non-effective. No statistically significance in reactions on social situations such as emotional critique and
passive aggressiveness was found out. Statistically significance was found out in reaction on situation of negative evaluation. Investigation of frequencies of effective and
non-effective reactions confirms that mastering attitude qualities is a process and not
a final point in development (Merry, 2004). The findings open the themes of qualities
of competent manager with relevant concepts e.g. psychologically integrated person
(in Sollárová, 2008) or proactive coping (Sollár, Sollárová, 2009, Daniel, Romanová,
Sollár, 2002).
In spite of our enthusiasm during the training in person centered approach we
define limits that were identified in the research. We present the principal ones.
A) We find the low number of statements (3) limiting. Working environment brings
unlimited number of interpersonal stressful situations. We suggest enlarging
the scale and the number of statements.
B) The basic step was to investigate the reactions of managers on the same statements before and after the training.
C) Only women (experts in person centered approach) evaluated the reactions.
The perspective to enrich the evaluation from the male point of view is offered.
D) In the process of mastering and adopting the qualities of empathy, acceptance
and congruence the need of more intensive and longer training emerged.
E) The understanding of the term effectiveness remains controversial. According
to Rogers the idea that effective behavior is saturated by empathy, acceptance
and congruence was central. Reaching the goal in solving interpersonal situations can be supported also by non-effective reactions saturated by aggressiveness, manipulation, passivity.
In spite of the limits we supported potential of person centered approach in
solving interpersonal situations. We are convinced that working relationships exist to
support good results. Application of person centered approach in working environment
means possibilities to participate more actively on personal or working affairs.
190
ÚČINNOSŤ VÝCVIKU VEDÚCICH
PRACOVNÍKOV V RIEŠENÍ ZÁŤAŽOVÝCH
INTERPERSONÁLNYCH SITUÁCIÍ
Abstrakt: Príspevok prezentuje skúmanie problematiky vzdelávania vedúcich
pracovníkov v organizácii v intenciách prístupu zameraného na človeka. Cieľom vzdelávania je rozvíjať ústredné postojové kvality prístupu - akceptáciu, empatiu a kongruenciu ako súčasť sociálnych kompetencií, ktoré podporujú efektívne a úspešné pracovné
vzťahy. V rámci účinnosti vzdelávania príspevok prezentuje efektivitu interpersonálneho správania vedúcich pracovníkov v riešení interpersonálnych, primárne záťažových situácií. 116 vedúcich pracovníkov po absolvovaní 6-dňového výcviku riešilo 3
modelové záťažové situácie. Obsahová analýza reakcií interpersonálneho charakteru
predpoklad o prevahe efektívnych reakcií nad neefektívnymi nepotvrdila jednoznačne.
Ukázala mierny nárast efektívnych reakcií s prevahou kongruentných reakcií nad neefektívnymi reakciami.
Kľúčové slová: vzdelávanie vedúcich pracovníkov, interpersonálne situácie, sociálne kompetencie, prístup zameraný na človeka, empatia, akceptácia, kongruencia
191
School and Health 21, 2010, Health Education: Contexts and Inspiration
CHANGES OF THE VOCAL QUALITY OF
TEACHERS IN RELATION TO THEIR
PROFESSIONAL PREPARATION
(AS MEASURED BY THE DYSPHONIA
SEVERITY INDEX)
Jana FROSTOVÁ
Abstract: The author´s research is based on the preceding stages of her work
concentrated on changes of the vocal quality measured by means of the standard DSI
(Dysphonia Severity Index) method. The research investigates to what degree the basic
vocal characteristics of primary school teachers (who are at the same time part-time
students) are influenced by their professional preparation (ie musical theory and practice) and by the real conditions of their school practice. The previous research is summarized and results are formulated as criteria for the future intensive work with a group of
students in the final stage of the research project.
Keywords: voice, teachers, voice hygiene, voice evaluation, Dysphonia Severity
Index.
Introduction
Voice is one of the basic working tools of every pedagogue and any changes of its
quality can considerably facilitate or complicate their work, sometimes so much that the
impaired efficiency of work can finally even lower their pedagogical success.
Both my long-term experience of working with clients facing serious voice problems or even disorders (mostly teachers and other pedagogical workers) and professional studies confirm that the field of voice problems especially needs prevention.1
The aim of my project, focused on teachers´ voices and their characteristics in
the conditions of their professional activities, is a conception of exercises that would improve the vocal condition, prevent or remove the consequences of professional load (or
often overload) and tackle voice problems which might grow into disorders requiring
1 The results of Czech and foreign experts´ studies have been referred to in my previous papers dealing with
the gradual stages of my research. See FROSTOVÁ, J. 2009, pp. 135-147.
193
re-education or even therapy. The professional load is joined by negative impacts of an
unhealthy life style. The somatic characteristics of the vocal cords (and the organs of
speech generally) are greatly affected by smoking, other physical, climatic and biochemical influences and last but not least bad eating habits (or their consequences, eg gastroezofageal reflux). The voice apparatus is damaged by alcohol, cold drinks consumed
at an unsuitable time etc. The quality of voice and its condition at a particular time is
also significantly influenced by various stressors, although their connection need not be
immediately obvious (eg confrontational relations at home or at the workplace).
My previous research as well has shown the teaching respondents´ feeling that it
would be highly useful for them to get acquainted (more thoroughly and in an acceptable
form) with certain exercises and the principles of vocal hygiene which would help them
to cope with the voice load that is logically brought by pedagogical communication.
My work on the methodical text for teachers is based on the research I have long
been realizing thanks to my participation in the research project School and health for
the 21st century.
In the previous stages of my research I applied a questionnaire directed towards
finding out the social and professional factors that influence negatively (or positively)
the quality of teachers´ voices. At the same time I also used the VHI (Voice Handicap
Index) questionnaire, where each respondent assessed subjectively his/her voice quality
and its impact on the socioprofessional functions – the results have already been published.
In order to monitor the differences in the teachers´ vocal quality during their socioprofessional preparation2 I decided to use the DSI method3 as an objective technique.
During the recording of voices for the computer analysis by means of the DSI method,
other audio and video recordings were made which helped to illustrate the situations relevant to the respondents´ vocal condition and vocal quality measured and analysed. All
the recordings were made in strictly identical standard conditions for all the respondents
and had the following phases: adaptation and motivation, pre-performance, performance, diagnosis.4
The research objective
The present stage of research follows the previous investigation the results of
which were published in 2008.
Voice recordings of the first and the second series (n=113) have been finished.
The procedure of the investigation:
1. Voice recordings were made (the 2nd measurement of 47 tested persons, the 1st
and the 2nd measurements of 66 TPs).
2. The results were processed by the DSI method.
3. The supplementary recordings (observing TPs while their voices were recorded) were analysed qualitatively.
2 namely 113 practising teachers simultaneously studying the Faculty of Education.
3 WUYTS, F. L.; DE BODT, M.; MOLENBERGHS, G. et al. The Dysphonia Severity Index: An Objective
measure of Vocal Quality Based on a Multiparameter Approach. In Journal of Speech, Language and Hearing Research, Vol. 43, 2000, pp. 796–809.
4 Cf FROSTOVÁ, J. 2009, pp. 135–147.
194
4. The recommendations, notes, inquires, proposals etc that the tested persons
expressed during the recording were processed.
The methodical procedure and the initial assumptions
All the tested persons´ voices were recorded for the electronic analysis which
evaluated the following data for each TP: the maximum phonation time (MPT), the
highest frequency (F0-High), the lowest intensity (I-Low), jitter, and the final dysphonia
severity index (DSI).
Each tested person´s voice recording of MPT, F0-High and I-Low was done three
times (after a detailed instruction) and only the recording with the TP´s best results was
used for analysis.
The maximum phonation time was measured in seconds. Three tests were realized after the examiner´s instruction and demonstration5. Only the recording with the
best result was analysed later. The TP phonated the „a“ vowel for a long time and in his/
her usual pitch and intensity to reach as natural and free phonation as possible. The TP
was standing during the measurement and was instructed to take a really deep breath
and to phonate „a“ as long as possible until the breath supply is exhausted. The TP was
in eye contact with the examiner during the voice performance. If any defects appeared,
like an insufficiently deep breath, the end of the phonation before the air supply was
exhausted, an unusual pitch of the voice, or too strong or too weak dynamics, the test
was repeated.6
The DSI value was then calculated according to the formula made of the measured values of the highest frequency, the lowest loudness and the maximum duration of
phonation and jitter.
I assumed that besides the negative and positive consequences of school practice
the tested teachers´ vocal quality would be affected by the fact that for some time they
had been exposed to the demands of musical theory and practice. The students (practising teachers) were guided to regular voice training during the interval between the first
and the second series of their voice recordings. They were asked to study the compulsory literature for singers and to do some selected breathing exercises, phonation and
resonance exercises and singing-voice exercises. Their attention was drawn to recommendations concerning voice hygiene. The respondents obtained theoratical information on the basic disorders and defects of voice and on the possibility to tackle their own
possible voice problems at the specialized departments of ENT or phoniatrics.
My previous investigation already showed that study had positive consequences:
the extent of the knowledge of voice hygiene increased, the concentration on voice training was more decided etc. The attitude to one´s voice changed as well. The TPs got
much more interested in the problems of voice and began to observe its parameters more
maturely. The previous rather accidental attention devoted to voice, as well as the rather
intuitive interpretation of perceived difficulties, were replaced by a more erudite view.
5 Some authors state that if the examiner´s instruction contained a practical demonstration as well, the MPT
recording was affected positively. My experience has shown me that verbal instruction is not sufficient during the other recordings either. Cf. Neiman, S.G. – Edeson B. 1996, p. 286.
6 Cf De BODT, M. et al. 1996, p. 326.
195
Recommendations concerning voice hygiene began to be appreciated more properly.
As to the school practice: in the field of voice condition, more attention was paid to the
senior colleagues´ experience and its utilization.
These findings, folowing from conversations with the TPs before and during the
second series of recordings, led me to the assumption that the given facts might result in
some improvement of vocal quality and hence also of the DSI values.
The tested set
The set was (after the exclusion of persons with incomplete data) made up of
5 men and 108 women, all of them teachers and part-time students trained for the first
stage of the primary school (the pupils aged 6–11 years).
Results
The comparison of the first and the following measurement results shows a slight
positive shift. With the increase of the number of measurements this shift became a bit
more obvious: in the set of 47 tested persons some improvement of the DSI was evident
in 66%, while in the bigger set (n=113) the improvement showed in 80 %.
On the other hand, the average value of the positive shift of the DSI did not
practically change (the 1st measurement being 1.49, the 2nd 1.37). The very small
increase of the positive shift can be accounted for by the fact that my set of TPs was
an accidental choice of part-time students, while most works using the DSI method
concentrate on clients of phoniatric facilities, ie people seeking help in the field of
voice disorders and diseases, so that their ´input´ vocal quality was different from that
of my respondents.
It should be added that 22.1 % of the TPs showed „a negative shift“, but all
of them were vocally indisposed during the second series of measurements.7 Only
about one third of them had a real deterioration of their vocal quality mostly because of
a relatively long-term working load (eg a sequence of their duties at open-air schools,
a long-term stress at home or at work).
The following chart shows the spread of the shifts (with intervals usually given
for the DSI):
7 These persons were not excluded from the measurements due to the fact that ´the negative shift´ in their DSI
values was hardly significant; the chart expresses rather the number of TPs with momentary problems than
a real negative shift in the DSI values.
196
CHART 1. The comparison of the 1st and the 2nd DSI measurements (n=113)
Needless to say that I am aware of the fact that the present research has not sufficiently answered the question of what real influences cause the positive shift and in what
proportions. This problem will be tackled in the following phase of my investigation,
where a smaller number of teachers will be tested, which may facilitate a more detailed
and differentiated account of the causes and consequences (see below).
Avarage
Avarage±SmCh
Avarage±1,96*SmCh
CHART 2. The comparison of the 1st and the 2nd DSI measurements (n=113) (T-test)
197
The comparison of the DSI-1 averages with the DSI-2 averages in CHART 2
shows an acceptable, but (in comparison with the DSI changes as a consequence of
therapy in clinical patients) 8 rather dispersed values around the median, which suggests
that my group of TPs was, from the point of view of individual vocal characteristics, not
very homogeneous.
Changes in the duration of phonation (maximum phonation
time, MPT)
During a year´s interval the MPT was, admittedly, prolonged in 70 % of the
tested persons, but in most shifts the MPT was prolonged by 1 to 5 minutes (see a more
detailed spread in CHART 4). Mere observation informed me that these results were
affected by a wrong technique of breathing and that mastering the correct work with
breath would shift the MPT values more decidedly.
Avarage
Avarage±SmCh
Avarage±1,96*SmCh
CHART 3. Changes of the MPT in the 1st and the 2nd measurements (n=113) (T-test)
8 Cf GONNERMANN, U. – NAWKA, T. 2004, pp. 19-26.
198
by one
minute
more than
10 min
CHART 4. The duration of phonation
Changes of the vocal range
Avarage
Avarage±SmCh
Avarage±1,96*SmCh
CHART 5. Changes of the vocal range (T-test)
199
Similarly to the changes of the MPT and other parameters measured for the calculation of the DSI index, all changes (even small ones) of the vocal range should be
rather assessed as signals of changes which should be corroborated with a more detailed
examination of the respondents
These changes are not as obvious as the changes of the total DSI index. Nevertheless, a little more than a half of all the TPs showed a distinct shift in their vocal
ranges. Chart 6 offers a more detailed spread of the changes. In 20% of the TPs the vocal
range increased by the major third.
CHART 6. Changes of the vocal range
The respondents´ suggestions and notes
Valuable information was obtained from the TPs´ notes and observations presented and registered during the tests (recordings) and in the introductory questionnaires.
They were used as illustrations of the data that had been found out, and covered the
following fields:
Voice hygiene
The need of information on voice hygiene was expressed in a number of statements, eg: „I want to know everything about the care of voice“, „I know nothin“
or „I think I lack any information about the care of voice and therefore I don´t even
know what I´d like to learn“. Many answers show a sense of responsibility for the
maintenance of voice as a working tool, as well as a fear of the future: „I´d like to
learn how to take care of my voice, how to save it so as not to have any problems with
it in the years coming (with regard to the fact that voice in fact earns my living)“,
200
„how to look after my voice in the future, regarding its big load in the teaching
profession“ etc.
Voice indispositions in voice professionals are not at all exceptional: „I caught
a flu, in about a week´s time I became hoarse and finally completely stopped talking.
During my treatment I tried to observe rest of voice. Talking made me very tired. After
a month my voice was still hoarse, but I was forced to talk. My voice condition was not
getting worse, but for a long time it did not improve either. At the chemist´s they recommended me some mints to suck.“
„I´d like to learn something about the disorders of the vocal cords and the ways
of taking a better care of a tired voice. My voice is now tired sooner and more often than
before, I feel that my vocal cords are tight and my throat sore.“
„I´d like to know how to take care of my voice when I have a cold – so that the
treatment is as quick as possible and my voice can be used properly again.“
Inconsistent solutions and neglecting voice problems
Many TPs perceive and register their voice problems (also because of the feedback from the people around them), but postpone any solution and underestimate the
consequences. „My husband constantly urges me to clear my throat. It annoys me when
my voice changes in the middle of the sentence. I feel as if I swallowed dust. Clearing
my throat is not sufficient. I have to have a drink and wait a while to continue my talking.
It´s unpleasant. My hoarse is worse and worse.“
„My voice is lately getting tired more quickly than before. I am beginning to talk
in a hoarse voice and to lose a higher pitch.“
„I usually have a slight hoarse in the morning; I feel that during my teaching
practice my voice has got „darker“.“
„I´m thinking about seeing a phoniatrician; my voice is often gone (I´ve had my
tonsils taken out). It happened to me that I felt as if my vocal cords had tightened and
then the pain passed to my ear and tongue (tingling). Therefore I´d like to learn how to
save my voice, how to work with it more economically.“
„I´ve lately been feeling a sore throat (clearing it by coughing); the cogh brings
me relief. I see the cause in my overloading and straining my vocal cords.“
„In 2005 I underwent an operation for a vocal node. My voice improved, but
some problems still continue. The cause of ther origin: my unfamiliarity with voice work
in the teaching profession.“
Breathing
It follows from my own observation and from other authors´ findings that
most teachers talk using the unsuitable upper, shallow type of breathing. Nevertheless, the respondents perceived the lack of breath and similar problems more
often while singing (eg: „I´d like to improve my breathing when I sing, I´m short of
breath, I cannot keep the phrases“, „I´d like to improve my breathing technique“)
than speaking („I´d like to improve my breathing to keep my breath till the end of
the sentence“).
201
The range of the singing voice and the pitch of the speaking voice
Teachers feel negative changes in the range of their singing voices and the
pitch of their speaking voices: „I´d like to have a higher pitch of my voice, it has
become gruff and its speaking pitch has lowered“, „I´m unable to sing as high as
before, and I see the cause in minimal training“, „since I don´t train, my vocal range
is diminishing, I´d wish to have more certainty in my voice as well as richness, especially in high tones“.
„My speaking voice has got gruff. I suppose that it has changed because I overloaded it at the beginning of my teaching practice as well as in my free time activities.
Due to the same reasons the range of my singing voice is smaller now, a „jump“ in my
vocal range has appeared.“
„I sometimes speak in a high voice. From time to time I get hoarse and have pain
in my vocal cords. I shout more often – I´m unable to control my son in peace (when
my son does something silly, I yelp at him). My voice has not such a range, clarity and
sustainability as it had some time ago.“
Conclusions
The obtained results suggest that the impact of the professional preparation in
the field of musical theory and especially practice (training the singing voice) probably contributes to the required changes of the vocal quality measured by means of the
DSI.
The exercises and singing preparation help to improve the voice condition (eg
the shift in the MPT is recognizable, tendencies to the improvement of the vocal range
are also obvious).
The perception of voice characteristics is cultivated and the attitude to the reflection on the vocal quality is changed positively.
The theory and practice of voice hygiene is more appreciated. The application
of the elementary principles of voice care also seems to partly paralyse the negative
influences of the teaching practice (overloading of the voice, consequences of teachers´
overall strain connected with the teaching profession).
The measurement of the vocal quality by means of the DSI method has proved to
be successful for registering differences in the vocal quality in dependence on a certain
intervention (therapy, rehabilitation, re-education, teaching etc). It can serve very well
as an indicator of changes in some basic parameters influencing the quality of voice
(MPT, F0-High, I-Low, Jitter). It can be a very reliable signal of a change (pre- and
post-); however, this technique cannot be expected to give exact and differentiated information on the separate voice parameters and the causes of their changes. Moreover,
the DSI method requires strict standard conditions for testing – especially a completely
silenced room. In teaching practice (if, eg, a teacher is tested at school after his/her classes) it is necessary to take into account that the DSI method will measure the changes
fairly reliably, but the measured values cannot be compared consistently with the usual
classification of the degrese of dysphonia, because the input data will be affected by any
imperceptible ´noise´, even in a quiet, but non-standard room.
202
On the basis of the existing investigation it is possible to draft out a project of
training directed towards voice care for teachers – voice professionals. The methodical
manual will meet the requirements expressed by the tested persons in the questionnaires as well as during the recordings of their voices by means of the DSI method (see
above).
The manual will contain condition exercises that can also be used for rehabilitation, condition exercises whose objective is to develop the speaking as well as the singing
voice, and comprehensive information concerning directly voice hygiene.
It will then be necessary to draw teachers´ attention to the way they work with
breath during their teaching. Wrong breathing is the basis of the wrong voice technique
and results finally in a lower quality and health of professionals´ voices. The condition
breathing exercises try to create the skill of mixed breathing, thus contributing to the
improvement of voice health as well as a change or development of various voice parameters.
Phonation and resonance exercises remove the undesirable strain in the throat
and help to induce a feeling of relaxed vocal cords. The exercises teach how to use head
resonance more effectively. Head resonance is the basic prerequisite for a freely sounding voice, both speaking and singing.9 This will be followed by staccato exercises
(supportig strong closing of the vocal cords), combined relaxation exercises (lowering
muscle tension, especially in the regions of the neck spine and the breast spine), exercises for improving articulation and exercises for improving the strength and setting
of the voice.10
In order to maintain the existing voice condition it is important to know how to
work with voice when the voice disorder has subsided and what to avoid so that the
voice organs cannot be impaired due to ignorance.
Teachers at the 1st stage of the primary school (with pupils aged 6–11) and nursery school teachers have singing as a part of their profession. Most teachers at the 2nd
stage of the primary school feel a close relation to singing even if they do not teach
music. The manual will therefore offer some exercises supporting the development of
the speaking- and the singing-voice techniques. They should be a motivation and an
inspiration for further self-education.
ZMĚNY KVALITY HLASU UČITELŮ MĚŘENÉ DSI
V KONTEXTU PROFESNÍ PŘÍPRAVY
Abstrakt: Autorka navazuje na předchozí etapy šetření,zaměřeného na zkoumání změn kvality hlasu pomocí standardní metody DSI (Dysphonia Severity Index). Práce sleduje, do jaké míry intervenují způsob profesní přípravy učitele (v rámci hudební
teorie a praxe) a aktuální podmínky školské praxe studentů kombinovaného studia ZŠ
do základních charakteristik hlasu. Práce syntetizuje předchozí šetření a formuluje zá9 In my conception the expression „singing voice“ means the voice used for singing. It can either be a trained
voice or a voice without any singing technique. Cf NOVÁK, A. 2000, p. 111.
10 Cf A Rehabilitation System and Recommended Exercises for Teachers with Voice Disorders. (FROSTOVÁ, J. 2007, pp. 417–426).
203
věry předznamenávající intenzivní práci se skupinou studentů, plánovanou v závěrečné
etapě výzkumného záměru.
Klíčová slova: hlas, učitelé, hlasová hygiena, hodnocení hlasu, Dysphonia Severity Index.
204
School and Health 21, 2010, Health Education: Contexts and Inspiration
THE PROJECTION OF „SINGING
TENDENCIES“ INTO PROFESSIONAL
COMMUNICATION
Jana FROSTOVÁ, Jaroslav ŘEZÁČ
´Both arts, singing and speech, are closely related. I cannot work on my singing
voice without simultaneously improving my speaking voice; in the same way,
speakers will gain in the flexibility and strength of their voices if they practice
breath exercises and even learn singing…´
Leo Kofler
Abstract: The present contribution is directed to the identification of the peculiarities of the basic parameters of voice, speech and communication as they are perceived
by the partners in formal and informal communication.The aim of these reflections and
investigation is to improve the techniques of the training of communication (interaction)
and the work with voice in the context of communicative situations, including problem
ones, occurring in professions where voice is one of the working tools (education, care,
leading, management, therapy).
The authors of the present paper have been working on the techniques of training
in their professional fields.1 Thy have concentrated on the intersection field, namely the
human voice and speech in communication (communicative situations).
Their reflections are based on the idea assuming that the basic parameters of
voice and specific features of speech, especially their formal characteristics (the use
of the voice timbre, modulation, articulation, cadence and others, mostly called nonverbal or metacommunicative characteristics of speech) belong to the prerequisites of
successful communication. One of the inspirations concerning the theme of the authors´
research was their participation in the ISME (The International Society for Music Education) Conference in Bologna 2008.
Keywords: voice, speech,communication, interactive exercises, condition voice
exercises, rehabilitation of voice disorders, singing tendencies
1 Interactive exercises concentrating on the cultivation of skills, especially in the field of symbolic interaction (communication) (Jaroslav Řezáč), and condition voice exercises as well as the rehabilitation of voice
problems and disorders (Jana Frostová).
205
Introduction
There is more and more evidence of the importace of effective communication
for both the voice professionals (singers, actors) and those professions where voice is
the basic means of influencing another person, thus being a „working tool“ (in education, leading, teaching, management, therapy). Due to our professional orientation
we are interested in teachers and the field of pedagogical communication where the
basic specific parameters of voice, such as purity, sonority, pitch and timbre, are the
prerequisites of quality speech (its modulation, intonation, articulation, speed, rhythm)
and communication. Voice and speech as the means of expressing emotional and social
dimensions in professional relations are more and more important if confronted with the
„e-communication“.
The goal of the project is to seek ways for improving communicative exercises.
The investigation is a probe into the connections between the basic parameters of voice
and the quality of communication. We shall try to find out whether the individuals whose voices are cultivated by singing differ in their professional communication from the
others. In case such differences are found,the next stage of our investigation will be
directed to the precise identification of these voice characteristics.
Our experience of exercises and training has led us to the following questions:
do those whom we could tentatively call „singing´ people“ 2 show different features in
communicative situations in comparison with „non-singing“ people? Do those whose
parameters of voice and speech are more cultivated thanks to their singing differ in
communicative situations? How are these people perceived by their partners in communication? Will there be any difference at all? These questions gain importace when such
techniques of communicative exercises are constructed that would include a methodically well-founded cultivation of the non-verbal components of voice and speech.
2 The concept of „singing tendencies“ or „musicality“, as we use it in the present paper, stands, admittedly,
close to the concept of „musicality“ used in the field of musical theory (eg Lýsek, F. 1956), but is not totally
identical with it. Musicality is mostly understood in the context of preferences (of musical genres, singing
or musical activities etc). From the psychological point of view, the emphasis is usually put on the relation
between the content, „the langure of music“ and the sense of its identification). (B. M. Teplov pointed out
that „the main characteristic feature of musicality is experiencing music as an expression of a certain content“ (1965, p. 21).) The attitude to a musical piece is then not primary here: primary is the ability to feel
and understand its content. F. Sedlák as well seems to understand musicality as a personality´s quality changing during the ontogenesis („the development of musicality at the pre-school age“) ; he includes into this
cluster of partial skills the following: vocal reproduction, the ability to transpose, etc; cf Sedlák, F. 1974, p.
87. He also uses the concept of „musical maturity“ in connection with musicality. In his conception musicality is unequivocally a cluster of musical abilities „integrated in the concept of musicality“. He explains
the various musical abilities in connection with the diagnostics of musicality when the child enters school
(ibidem, pp. 90-92). Some authors as early as in the 1920s and 1930s identified musicality and musical talent (eg C. Seashore); there are also some reflections on the hereditary fundamentals of musicality (Franěk,
M. 2005, p. 143). Nevertheless, there is no unequivocal and generally accepted definition of musicality.
Similarly, the concept of „singing tendencies“ mostly refers to the individual´s preferences while choosing
certain musical genres, and less often to active musical or singing activities. „Social singing tendencies“
is another concept sometimes used: it accentuates not only the reproductive, but also the productive component of the attitude to music (cf,eg, Crha, B. b). The present study accentuates the productive aspect and
uses the concepts „singing“, „non-singing“,“decidedly singing“ and others for marking respondents who
have shown a certain score (see below) on the scale where the quality, intensity and frequency of singing
activities is assessed by the respondents themselves (more details in the following chapter on the methodology of the investigation).
206
The methodology of the investigation and the research sample
Based on the experience from the practical training of communication (and interaction)3 and from the application of condition exercises and techniques of the rehabilitation of voice disorders and problems4, a two-part questionnaire has been worked
out. Its first part offers a six-grade scale for the assessment and self-assessment of the
following characteristics:
Communication – 6 items:5
(1) communicative skills in the narrow sense of the term (the establishment and
development of communication, the argumentation skill, the presentation and upholding
of one´s personal goal in communication, (2) style (the ability to captivate the listener
by the manner of speech), (3) the authenticity of the content of communication, (4)
the interactive skill (the establishment, development or even cultivation of relations in
the communicative situation), (5) the degree of pedagogical impact by means of communication, (6) empathy (the ability to put oneself in the partner´s situation and in the
specificities of his/her personality).
Speech – 10 items
(7) the fluency of speech, (8) the speed of speech, (9) the articulation, (10) the
modulation, (11) the structuralization of speech (the inner continuity and interconnection in expressing the content), (12) the technique of speech, (13) the expression of
emotions, (14) the timbre (and its changes used for emphasizing the content), (15) the
condition, (16) the resistance to the situational strain.
Voice – 5 items
(17) purity, (18) intensity, (19) timbre, (20) pitch, (21) sonority.
The three sections of the first part of the questionnaire, described above, are arranged in the given order so as to facilitate a gradual, more and more detailed direction
and a constantly increasing exactness in assessing the individual characteristics.6
In the second part of the questionnaire the respondents have assessed subjectively their singing skills, motivations and attitudes to active singing on a seven-grade scale,
the items being the following: the appetence/aversion to active singing, the quality (the
level of their singing perceived subjectively), the frequency, the intensity, the relation
to singing, the type of singing activity (amateur, half-professional or professional). The
self-assessed scores in the second, third and fourth items of the second part of the ques3 ŘEZÁČ, J. K problému rozvíjení sebereflektivní kompetence v rámci interakčních cvičení. Pedagogická
orientace 1997, 4, pp.12-18, ISSN 1211-4669.
ŘEZÁČ, J. Zpětná vazba jako aktivizující a facilitující faktor interakčního učení. In kolektiv.: Učitel,vyučování, situace. Brno, Paido 1994.
4 FROSTOVÁ, J. A study on teachers´ voice development in the context of their profession. In School and
Health 21. 1. vyd. Brno : MSD, s.r.o., 2008. pp. 65-78. Social and Health Aspects of Health Education (3).
ISBN 978-80-7392-043-2.
5 The respondents were instructed to read carefully the descriptions of all the grades of the scale, since each
grade only expresses a feature or skill in the mutual context and in the whole of the item.
6 This paper makes no difference between the assessment and self-assessment. The relation between selfperception and the assessment from the outside will be discussed in another paper.
207
tionnaire express „the tendency or non-tendency to singing“ . The data on the attitude
to singing and on the free time activities connected with singing or playing a musical
instrument make only a sort of supplementary information and have not be included in
the quantitative results.
The“singing“ respondents are, according to the criteria of the present research,
those respondents who have assessed the quality, frequency and intensity of their own
singing within the scores 1.0 to 3.7. On the other hand, the „non-singing“ respondents´
self-assessments have reached the scores 4.33 to 7.0 and expressed either a very low
level (quality) of their singing and its low frequency and intensity, or the absolute absence of singing activities. The respondents who have chosen the medium interval of
the scale (3.8 to 4.0) make only 6.1 % of the total number. One of the first conclusions
of the research is the fact that the „non-singing“respondents visibly prevail over the
„singing“ ones.
Originally 170 pedagogues
of various types of schools (primary and secondary) promised
to co-operate in the investigation.
All of them were provided with a
detailed and binding (written) instruction about the application of
the questionnaire, as well as two
questionnaire forms: for themselves and for the person examined.
They tipped a colleague they had
known intimately from formal and informal professional communication and were administering the questionnaire from February to May 2009.
The respondents self-assessed the above given parameters of voice, speech, communication and singing tendencies. The same parameters (except singing tendencies)
were then assessed independently by their partners who had known them well and for
a long time.They were not acquainted with each other´s assessments and moreover the
tipped respondents were not informed that the colleagues who had asked them for „completing the questionnaire“ assessed them as well.
The return of the completed questionnaires at the deadline was 164 (including
three questionnaires where either one or two items were not completed due to carelessness).
TABLE 1. The professional status of the persons in the sample examined
abs.
%
Educators (teachers, instructors etc)
101
61,59
Management (managers, entrepreneurs etc)
23
14,02
Others (teaching students, a stewardess, policemen etc)
18
10,98
Services, shops
14
8,54
8
4,88
164
100
Health service (a doctor, a children´s nurse, male nurses etc)
208
In order to identify the differences more distinctly, we have supplemented the
two categories given above („S“ for „singing“ persons and „N“ for „non-singing“ persons) with two new categories („DS“ for „decidedly singing“ persons and „DN“ for
„decidedly non-singing“ persons). „DS“ are those respondents who have self-assessed
the quality, frequency and intensity of their singing activities on the first two points of
the seven-grade scale (the score: less than 3, namely 1.0 to 2.67). The category of „DN“
is made by respondents who said that they did not sing and were not attracted by singing
(the score: more than 5.0, namely 5.1 to 7.0). Introducing these categories has proved to
be very useful for the description of the differences.
The results and discussion
Out of the21 parameters of voice, speech and communication only the following
assessed attributes show distinctive differences:7
Communication
Interactive skills (considered as the ability to initiate, establish and deepen interpersonal
contacts),
communicative skills (the ability to initiate a meaningful communication and develop it
adequately),
empathy (the ability to put oneself in the situation and specificities of the partner in
communication).
Speech
Articulation (pronunciation),
modulation (adequate changes of intonation, voice intensity and the speed of speech,
used for giving a clearer pictureof the content of speech),
condition (the influence of tiredness on the condition during the communication,
technique (the support of the content of communication by means of non-verbal characteristics of voice and speech).
Voice
In assessing the basic parameters of voice the „singing“ and „non-singing“ respondents
have not shown any signifiant differences with the exception of voice sonority.
Interactive skills
The most distinctive difference between the „singing“ and „non-singing“ respondents
could be seen, in the assessors´ view, in interactive skills.
The item had the following grades of the scale:
7 This survey only gives those qualities assessed where (using the F-test) the difference between the groups
„S“ - „N“ and „DS“ - „DN“ is statistically relevant (on the level of 0.05%).
209
(Interactive skills)
I can say that
he/she is
decidedly one of
the people who
can very well and
naturally establish
and develop
relations with
others
he/she
establishes and
develops new
contacts with
people without
any major
problems
he/she
establishes or
develops new
relations quite
well, as most
people do
1
2
3
he/she
he/sheestablishes
establishing
establishes
new relations
relations
and develops
with a certain
brings him/ her
relations with
„watchfulness“ considerable and
stran gers
or „noticeable
obvious problems
without greater
problems“
problems but a bit
„carefully“
4
5
6
As the following CHARTS (2 and 3) show, the „singing“ respondents („S“) are
assessed much better than „N“ in the sphere of interactive skills. This is a quite surprising finding, since we rather expected such a distinctive difference in communicative
skills. Our experience would justifiably lead us to the presupposition that the ability
to work with voice (a better control of its characteristics due to intensive and frequent
singing) would especially influence the formal aspects of communication. However,
our probe does not corroborate this presupposition as markedly as the difference in the
interactive skills, which is really significant.
CHARTS 2 and 3. The assessment of interactive skills in „S“ - „N“ and „DS“ - „DN“ 8
50,0
50,0
45,0
45,0
40,0
40,0
35,0
35,0
30,0
30,0
25,0
25,0
20,0
20,0
15,0
15,0
10,0
10,0
5,0
5,0
0,0
0,0
S
DS
N
1
2
3
DN
4
5
6
1
2
3
4
5
6
The results suggest that a bigger sample might confirm the current results or,
most probably, even accentuate them. This is because in the groups „DS“ -“DN“ the
difference is even more shifted to very favourable assessments, the „DS“ group being
assessed the most favourably in 50 %, mostly at the expense of preferring the fourth and
fifth grades of the scale.
For the time being one can only speculate on the reasons for the favourable perception of „S“ and especially „DS“: is it dependent on „the singing tendencies“, or on
the fact that singing activities rather attract individuals that are decidedly more sociable?
In view of the fact that especially the „DS“ respondents go in for singing not only intensively and frequently, but also in groups or teams, it is quite probable that one can see
8 The comparison of the results (the spread over the scale) has been worked out into contingent tables. All the
charts in the present paper are based on them.
210
here the positive „consequences“ of „team thinking“ and“team co-operatio“ . Choir activities seem to evoke unintentionally certain models of interaction. Common succcess,
as well as pleasure experienced by motivated singers, need co-operation and reciprocity.
An individual´s success presupposes the others´success – and therefore virtually evokes
the willingness to help the others, sharing the creative work and looking for ways that
would remove individual mistakes. It remains to be seen what facts are the real determinants of the connection just revealed.
Communicative skills
As we have adumbrated, the assessment of communicative skills is also more
favourable in the „S“ group, but not as markedly as the assessment of interactive skills.
Communicative skills are characterized on the following scale:
(Communicative skills)
He/she is one of the people who
are able to
establish
communication
in a really
outstanding
way, direct it or
lead discussions
arguments or in
formal debates
etc
can open a
dialogue or
another form of
communication
and adequately
influ ence its
progress
can communicate
well, are relatively
successful in
comumunication,
although they
do not exactly
seek debates, dis
cussions etc
1
2
3
mostly manage to
rather avoid
communicate, do
debates or
not avoid debates
discussions,
or discussions,
especially led
but do not usually in groups, since
initiate them or
they find it quite
step in them
difficult to present
vehemently
themselves and
get the upper
hand
4
prefer to avoid
communication
with people if it
is posible at all,
because their
presentation skills
are not good are
not good them to
reach success
5
6
The assessments are also spread differently over the scale: the „S“ group is mostly assessed as „very goo“ at communicative skills (41.18 %) and even „outstanding“
(29.41 %), while the „N“ group is most frequently assessed as „very good“ (50.59 %)
and „good“ (22.35 %).
CHARTS 4 and 5. The assessment of communicative skills in „S“ - „N“
and „DS“ - „DN“
50,0
45,0
40,0
35,0
30,0
25,0
20,0
15,0
10,0
5,0
0,0
DS
1
211
2
SN
3
4
5
6
As CHART 5 shows, in the „DS“ the proportion of evaluating assessments is
changed towards the most favourable section (36.84 %), while in the „DN“ group it does
not change very much. We suppose that the less marked difference between „S“ and
„N“ („DS“ and „DN“) in their communicative skills, as compared with their interactive
skills, may be caused by the fact that during communication the formal aspects of voice,
as well as speech expression, do not play any important role. A successful (especially
formal) communication will be conceivably more dependent on the argumentative force
of the content than on the accentuation of the statements or expression (ie on the metacommunicative, formal aspects of communication). However, at the same time,it is
obvious that the cultivation of voice (and consequently of speech) projects into communicative situations so greatly that it is worth planning a connection between the training
of communication and the cultivation of voice and formal characteristics of speech.
Empathy in communication
Quite great differences between „S“ and „N“ have also been found in assessing
the characteristics of speech from the point of view of communicative empathy9. The
assessments were based on the scale with the following evaluations:
(Empathy)
During communication this man/woman
can in an
outstanding
way put himself/
herself in
other people´s
situations and
personalities
can well identify
himself/herself
mentally with
others
can quite well
identify with
others
1
2
3
in spite of certain is not really good is not „empathic“
problems can
at putting himself/ at all, is not given
identify himself/ herself in others´
that talent
herself mentally situations, experi
with others
ences or qualities
4
5
6
The results show again that „singing tendencies“ to a certain degree correlate
with communicative empathy. In CHARTS 7 and 8 the „DS“ group is unequivocally
assessed favourably („mark“ 1 on the scale in 54.29 %). The difference between „S“ and
„N“ is not so obvious, but it evidently rises with stronger „singing tendencies“.
9 During our work we have used this concept for assessing empathy as a prerequisite for an adequate perception of the partner in communication as well as an impact on him/her (ie for an adequate and effective
transference of the message on the recipient).
212
CHARTS 6 and 7. The assessment of empathy in „S“ - N“ and „DS“ - „DN“
60,0
50,0
40,0
30,0
20,0
10,0
0,0
S
DN
1
2
3
4
5
6
The change in the spread of the assessments over the scale is quite visible. While
the „S“ group is evaluated with „marks“ 1 and 2 on the scale (27.5 %, 45.0), the „DS“
group shows the dominance of the most favourable grade of the scale before the second
one (54.29 %, 31.43 %). Further connections are shown clearly in CHARTS 6 and 7.
Articulation
The following scale was the criterion for assessing articulation:
(Articulation)
His/her speech
is an example of
correct articula
lation, his/her
pronunciation
is per fect,
everybody
understands him/
her very well
is easy to
understand, he/
she articulates
correctly and
clearly
shows minor
mistakes in
pronuncation, but
is quite easy to
understand
1
2
3
needs more
has considerable
concentration on
defects in
the part of the
articulalation
partner because
which rather
of certain
seriously
problems in his/
complicate the
her pronunciation understanding
of his/ her
communication
4
5
has so serious
defects in
articulation that
he/she is difficult
to understand
or cannot be
understood at all
6
The „singing tendencies“ seem to be connected with the quality of pronunciation
as well. The „S“ group is mostly assessed with „marks“ 1 and 2 on the scale (35.29 %
and 51.47 % respectively) (see CHART 9), while the dominance of the most favourable
assessments is even more obvious in the „DS“ group (50 % and 42.11 %) (see CHART
10). The proportions of „N“ and „DN“ do not basically change.
213
CHARTS 8 and 9. The assessment of articulation in“S“ - „N“ and „DS“ - „DN“
60,0
60,0
50,0
50,0
40,0
40,0
30,0
30,0
20,0
20,0
10,0
10,0
0,0
0,0
S
1
2
DS
N
3
4
5
6
1
2
DN
3
4
5
6
Similarly to the preceding cases, an analysis of the spread of the median values
disproves the zero hypothesis on the equality of choices and suggests that (after verifying the current results on a greater number of examined persons,which is in progress
now)it will be most probably possible to classify a good level of articulation as one of
the features and skills denoting people with „singing tendencies“.
Modulation
We supposed that the modulation of voice (in speech) will be more obvious in
„singing“ people (ie that the transfer of the characteristics and skills connected with the
voice control while singing will manifest themselves positively).
The evaluating scale has been formulated as follows:
Speech modulation)
His/her speech
very markedly
mostly quite
makes the
accentuates
adequately
content of
its content with
supports the
communication
changes of
content of
clearer by means
intonation, the
communication
of changes in
intensity of voice, with changes of
intonation, the
the speed of
intonation, the
speed of speech
speech etc
speed of speech,
etc
voice intensity etc
1
2
supports the
ie its speed, in
content of
tonation and
communication
voice intensity
with modulations voice intensity are
of the speed
not dependent
of speech,
on the content of
intonation and
communication
voice intensity
only in cases
where the
speaker is really
interested in
something
3
4
5
is monotonous,
as if without any
feeling
6
The difference between „S“ and „N“ is not really great (see CHART 10). It has also
been found out that unlike the other characteristics of speech (and communication), the
214
modulation of speech is assessed with the focus on the 2nd and 3rd grades of the scale. This
seems to give evidence of the fact that, in contrast to the other characteristics, modulation
is not given such parameters by population that would be needed in optimal communication. As far as the comparison of „DS“ and „DN“ is concerned, the difference in favour of
the „singing tendencies“ is evident here. In the „DS“ group the majority of assessments
correspond with the 2nd and 3rd grades of the scale (47.37 %, 18.95 %), while in the
„DN“ group the spread of the evaluating assessments is shifted towards the grades 3 and 4
(36.62 %, 26.76 %). The difference in the dispersion of the median values of the two choices
is, similarly to the preceding characteristics, evident on the 0.05 % level of importance.
CHARTS 10 and 11. The assessment of voice modulation in speech in „S“-„N“
and „DS“-„DN“
50,0
50,0
45,0
45,0
40,0
40,0
35,0
35,0
30,0
30,0
25,0
25,0
20,0
20,0
15,0
15,0
10,0
10,0
5,0
5,0
0,0
0,0
DS
S
SN
N
1
2
3
4
5
1
6
2
3
4
5
6
The technique
The item expressing „the technique of speech“ has been oriented towards finding
out whether communication is supported by certain „singing tendencies“, „musicality“
or „pleasantness“ of voice – that is to say, by non-verbal voice characteristics (and is
therefore a kind of control question to the items that measure intonation, modulation etc
individually).
The evaluating scale has been formulated as follows:
(The technique of speech)
The speaker
can handle his/
her voice so
well that he/
she sounds
like a speech
professional
1
can manage his/
can attract
her voice so
people´s attention
much that the
with his/her voice
very „music“ of and the technique
his/her voice is a
of its control,
communication
even though the
content of his/her
speech needn´t
be very attractive
2
has a voice
whose
pleasantness is
comparable to
most people´s
usual voices
has a voice which
seems not to be
connected with
the content of
communication
and hardly helps
to understand it
has voice
characteristics
that do not
accentuate
the content of
communication,
or sometimes
even distort it
4
5
6
3
215
The comparison of „S“ with „N“ as well as „DS“ with „DN“ shows a considerably different dispersion of evaluating assessments on the scale (and in the T-test).
The assessment of all the groups is relatively „stricter“ here than in the preceding items (the most favourable assessment only occurs in 4.41 % of the „S“ group and
in 1.19 % of the „N“ group), but on the whole the „singing“ respondents get more positive assessments than the „non-singing“ ones. The „S“ group and even more the „DS“
group seem to project better into the technique of speech their ability to express more
clearly (or to support more markedly) the content of speech with the formal characteristics of voice.
CHARTS 12 and 13 show that in the „S“ and „DS“ groups the work with voice
is automatically or intentionally more intensive and that their communication is perceived as „more interesting“ or „pleasanter“ and consequently „more communicative“.
23.53 % of the „S“ respondents and 23.68 % of the „DS“ ones have been given „mark“
2, which means that the very „music“ of their voices brings a certain communication; the assessors have evaluated 38.24 % of the „S“ group and 47.37 % of the „DS“
group as capable of holding the listener´s interest by means of their voice technique.
The „N“ and „DN“ groups are placed in the 4th grade of the scale (meaning that the
pleasantness of their speech is comparable to „usual“ voices that can be found in the
majority of population).
CHARTS 12 and 13. The assessment of the technique of the work with voice
in „S“ - „N“ and „DS“ - „DN“
50,0
45,0
40,0
35,0
30,0
25,0
20,0
15,0
10,0
5,0
0,0
DS
DN
1
2
3
4
5
6
The sonority of voice
The most frequent phoniatric classifications of the basic parameters of voice usually enumerate purity, intensity, timbre and pitch, and sometimes also flexibility, taken as
„the complex perception of all the given parameters together“.10 The given parameters
can directly be derived from the physical quantities of the measured phonation. Nevertheless the perception of the human voice (not only the singing voice, but the speaking
voice as well) needs a more colourful terminology to express its characteristics based
10 Cf, eg, Novák, A. 2000, p. 11.
216
on the requirements and criteria for the communicativeness of communication (taking
into account both the form and the content), for example: a full voice, a sonorous voice,
a resonant voice; the voice can be metallic, fruity, mellow; it can be perceived as a well
set voice, a badly set voice (the voice in a mask) etc.
The sonority of voice in our research means especially its richness, clearness and
regard to details and is one of the prerequisites of a good communicativeness in communication. Sonority cannot be directly derived from the physical attributes of voice,
since it mostly depends on the technique of the work with voice.
The almost natural assumption that „singing“ people´s voices will be perceived
more favourably than „non-singing“ people´s voices has not been corroborated. An important role can be played here by the fact that in the perception schemes people do not
usually pay sufficient attention to details so as to perceive the separate parameters of
voice (which often holds good even about „singing“ people introspecting themselves).
The assessors in our research have perceived the differences between the „S“
group and the „N“ group only in regard to sonority, as characterized on the following
scale:
(The sonority of voice)
His/her voice is
really very
sonorous, rich
and „detailed“
expressive
and sonorous
regardless of the
intensity
2
1
adequately
sonorous, quite
rich
3
not very
sonorous, it
could be more
expressive
4
rather weak, not
very variable/
detailed
rather „subdued“,
lacks the needed
sonority
5
6
CHARTS 14 and 15 show that especially the assessments evaluating the „decidedly singing“ respondents are shifted to the left (ie the most favourable) edge of the
scale. The voices of 57 % of the „DS“ respondents have been perceived as „expressive
and sonorous regardless of the intensity“ (grade 2) and almost 30 % as „adequately
sonorous – rich“ (grade 3). The „N“ and „DN“ groups show that their assessments are
dominantly placed in the middle of the scale (grades 3 and 4).
CHARTS 14 and 15. The assessment of the sonority of voice in „S“ - „N“
and „DS“ - „DN“
60,0
60,0
50,0
50,0
40,0
40,0
30,0
30,0
20,0
20,0
10,0
10,0
0,0
0,0
S
DS
N
1
2
3
4
DN
5
1
6
217
2
3
4
5
6
Condition
The assessment of the condition (ie of the manifestations of tiredness projected
into voice and speech) is based on the assumption that people training their vocal cords
by means of singing11 will be better at managing the load that is evoked by a certain
communicative situation.
(Condition)
If the speaker is tired,
it is not at all
noticeable in
his/her voice or
speech
the influence of
the tiredness on
his/her voice is
hardly noticeable
the influence of
the tiredness can
be traced in his/
her voice
the tiredness
mostly has a
negative impact
on his/her voice
the influence of
the tiredness on
his/her voice is
audibly obvious
the influence of
the tiredness
on his/her voice
and speech
condition is
immediately and
un mistakably
heard
1
2
3
4
5
6
The „DS“ and „DN“ groups show conditions where the differences border on
the limits of dissimilarity (see CHARTS 17 and 18). To find out whether a significant
difference does exist between the groups, it is necessary to enlarge the examined sample
(since our sample is, admittedly, relatively small). The assessments of the „S“ group are
quite similar to those of the „N“ group. On the other hand, the „DS“ group shows a visible increase of evaluations expressing the best assessment (grade 1 of the scale): while
only 2.99 % of the „S“ respondents have the most favourable assessment, the proportion
of the „DS“ respondents with the same assessment has risen to 15.79 %.
The overall dispersion of the assessments on the scale is, however, suggestive
of the fact (also known from our other investigations) that the voice condition that is
influenced by a number of identified voice problems is not very good in teachers.12 A
relatively high percentage of teachers examined during the preceding stages of our research had considerable voice problems (which was also corroborated by the objective
DSI examination).
11 We are, of course, aware of the fact that we have no data at our disposal on the technique of singing, and
therefore it is impossible for us to identify those examined persons who,eg, have an incorrect technique of
singing, or who extremely overload their voice (not observing the rules of voice hygiene); in this way they
lower the quality of their voice (primarily of their voice organs) or even destroy it.
12 Cf, eg, Frostová, J. 2008.
218
CHARTS 16 and 17. The assessment of speech condition(the influence of tiredness)
in „S“ -“N“ and „DS“- „DN“
70,0
70,0
60,0
60,0
50,0
50,0
40,0
40,0
30,0
30,0
20,0
20,0
10,0
10,0
0,0
0,0
DS
S
DN
N
1
2
3
4
5
1
6
2
3
4
5
6
Conclusions
The present study has confirmed the assumption that people who actively (ie with
more intensity, depth and cultivation than the other population) devote themselves
to singing are, because of some parameters of voice, speech and communication,
perceived distinctly differently from people who do not actively go in for singing.
The examined characteristics relate to positively perceived and evaluated communicative strategies (procedures and patterns of communicative behaviour).
The current results of investigation signalize dissimilarities not only in the formal
(non-verbal) characteristics of communication that are directly derived from the
parameters of voice (trained and cultivated by singing activities), but also in the field
of relations (eg in the interaction).
The evaluating assessments by the partners who know the assessed individuals intimately and for a long time show that it is justified to include voice condition exercises and voice rehabilitation exercises into the project of training that is oriented
towards the cultivation of communication and interaction.
In the future research activities it will be necessary to raise the number of examined
persons so as to make the results more exact and general.
It will be suitable to supplement the research with:
an objective measurement of the „singing“ and „non-singing“ people´s voice
parameters,
a technique that would help to find out whether persons who appear to be „singing“ have a specific set of skills, qualities and features, and what the socializing
and educational determinants of their origin are.
PROJEKCE „ZPĚVNOSTI“ DO PROFESNÍ KOMUNIKACE
Abstrakt: Příspěvek je zaměřen na identifikaci zvláštností základních parametrů
hlasu, řeči a komunikace, tak jak se jeví partnerům ve formální i neformální komu219
nikaci. Cílem úvah a výzkumného šetření je zdokonalení konstrukce technik výcviku
komunikace (interakce) i práce s hlasem v kontextu komunikačních (problémových)
situací profese, v nichž je hlas jedním z pracovních nástrojů (výchova, péče, vedení,
řízení, terapie).
Autoři stati se zabývají technikami výcviku ve svých profesních oblastech. Soustředili se na průnikovou oblast: lidský hlas a řeč v komunikaci (komunikačních situacích).
Vycházejí z představy, že základní parametry hlasu a specifika řeči vytvářejí jeden z předpokladů úspěšné komunikace, zvláště v jejich formálních charakteristikách
(využití barvy hlasu, modulace, artikulace, kadence) a dalších charakteristikách, řazených obvykle mezi charakteristiky metakomunikační. Inspirací pro zaměření šetření
byla i účast na konferenci ISME (Mezinárodní společnosti pro hudební vzdělání) v Bologni 2008.
Klíčová slova: hlas, řeč, komunikace, interakční cvičení, kondiční hlasová cvičení, rehabilitace hlasových poruch, zpěvnost.
220
School and Health 21, 2010, Health Education: Contexts and Inspiration
PRIMARY CANCER PREVENTION
AT SCHOOLS
Iva ŽALOUDÍKOVÁ, Drahoslava HRUBÁ
Abstract: The article deals with cancer prevention education of children in
a primary school setting. It outlines an educational preventive programme designed
at Masaryk University Brno that focuses on promoting healthy life styles, especially
on non-smoking, healthy diets, exercising, mental health, avoiding excessive sunlight
exposure and developing life skills. It describes a survey of the programme’s efficiency
at primary school and compares children’s perceptions of cancer before and after the
targeted intervention.
Keywords: cancer prevention, school programmes, health education, children’s
concept of cancer
Introduction
It is generally accepted that health is of a hidden or latent value, and that even
adults appreciate health better after they had some personal experience with a disease.
Children and young people often do not regard health as their priority because their health is largely taken care of by their parents. Children only begin to learn to take responsibility, and the idea that they might fall ill when they grow up is too distant future. Oncology
diseases afflict adult populations more than they afflict children. These all are obstacles
educators may have to face when they implement cancer prevention education.
How do children perceive health risks, what do they know about cancer, what
factual knowledge do they have and what do they really understand? Are they concerned
about their health, and do they know how to, and wish to, care for their health? Researchers in other countries have been dealing with these questions for a long time. They
study children’s knowledge, attitudes and beliefs about cancer and their understanding
of health and healthy behaviours for maintaining good health in the future (Oakley et
al. 1995). They also map the factual knowledge about the origin of cancer in primary school children (Schonfeld et al. 1999, 2001) and they do cancer prevention at
schools.
This is a topical issue also in the Czech Republic, primarily because cancer prevalence in Europe is on the increase. Emphasis is mainly placed on the analysis and
recognition of risks and their prevention already at schools among the youngest children
221
because it is there that foundations of responsible attitudes to one’s health are being
laid. Childhood and adolescence are important stages of human life when every person
undergoes important physical and mental development, acquires social and health habits
and adopts patterns behaviour he will keep for life. Big influence in this period is wielded, besides the family, by the school.
Primary cancer prevention includes necessary instructions of how to behave to
avoid cancer. What decisions to make for an appropriate behaviour. Prevention is primarily focused on the reduction of smoking, healthy diets and abundance of exercise, i.e. on the three main risk factors. The aim of education is to teach to make the
right decisions that help to promote health, and to implement them in everyday life.
Based on research and surveys, the American Cancer Society recommended
that cancer prevention education be included in the school curriculum. It is assumed that about two thirds of oncology diseases are attributable to the choice of a bad
lifestyle. One third is the result of tobacco use, and the other is the consequence
of unhealthy dietary habits. Cancer prevention in young children should include the
main and the most general risks such as smoking, unhealthy diet, excessive exposure
to sunlight and lack of exercise. Physical activity and physical education at schools
play a major role in reducing cancer risks. Appropriate foods in combination with abundance of exercise are basic factors in cancer prevention. It is important to understand
that cancer can be prevented.
The fundamental question in children health education that we may ask ourselves is: “Why should we teach children at school about cancer?” The reasons for
including cancer prevention in school curriculum as mentioned above are very many. In
spite of that there are still many parents and teachers who are afraid of the topic, considering it premature to discuss it with the very young children from primary schools.
Teachers are overloaded fulfilling school curriculum’s objectives. There are a number of
programmes on the prevention of unhealthy lifestyles, and teachers can choose among
them. In its outputs and key competences, the school educational programme includes
competencies, attitudes and skills focused on health promotion, disease prevention, etc.
Children receive general information on enhancing and maintaining health in the standard school curriculum. Why should we then discuss cancer issues in a special programme with the very young school children? There are quite a few reasons. It is possible to
refer to research conducted abroad (Schonfeld et al. 2001, Chin et al. 1998, Oakley et al.
1995). Several reasons are listed in Schonfeld’s programme (2001):
1) The majority of children does not understand correctly what cancer is. We come
across misconceptions (fallacies) that cancer can be contracted through physical
contact from someone with cancer. Few children know that specific types of
behaviour, such as eating wrong foods or excessive sun exposure, may cause the
disease. The three top risk factors are smoking, wrong foods and excessive sun
exposure, especially for young schoolchildren. Cancer can be treated and it can
also be prevented.
2) Cancer directly concerns schoolchildren’s lives. Cancer affects both adults and
children. Many children have met with cancer in their families. A better understanding of cancer at their age is associated with less fear of the disease and better
acceptance of and interaction with cancer patients.
222
3) Behaviour that leads to cancer may be avoided by prevention, specifically by
healthy diets, non-smoking, reducing excessive exposure to sunlight, abundant
exercise, etc. It is a well-known fact that cigarette smoking and unhealthy eating
habits enhance the development of about 70 per cent of all oncology diseases.
4) Patterns of behaviour that support healthy lifestyles develop during childhood
and adolescence. Most smokers begin experimenting with tobacco at 10 to 14
years of age, 80 per cent of individual cumulative time of exposure to sunlight is
spent in childhood and early adolescence, dietary habits of adults are influenced
by childhood habits.
5) It is easier to establish healthy habits in childhood than to try change behaviour
patters later in life: to change dietary habits, to quit smoking, etc.
These are the main reasons why the National Cancer Institute and the American
Cancer Society acknowledged the strategic role of schools in cancer prevention and
education.
Drawing on these surveys, the WHO has recommended to its member countries
to introduce cancer prevention education to schools. In 12001, the Czech Society for
Oncology launched its “National Oncology Programme” for the Czech Republic, in which
it focused on prevention at schools (available at http://www.linkos.cz).>. In the programme, it also mentions the strategic importance of cancer prevention education at schools.
Primary preventive oncology programmes for children
Experts in many industrialized countries such as the UK, USA, Netherlands,
Spain, Italy, Portugal, Norway, Sweden and Australia have come to understand that
primary cancer prevention for children at schools is necessary and irreplaceable. They
drew upon many surveys in their countries and in the world. It was established that a
good primarily preventive educational programme must respond to practice requirements and existing situation findings. Before it is broadly applied and regularly used,
such a programme must be evaluated in a pilot study. It is necessary to test a programme’s effectiveness before it is promulgated because we very often come across a discrepancy, an abyss, between research and implementation in practice. In this chapter, we
are going to take a closer look at several cancer prevention programmes and research
projects in different parts of the world.
In Europe (Rabier 1989), a survey of teachers from 12 EU member states (Belgium, Denmark, France, Germany, Greece, UK, Ireland, Italy, Luxembourg, Netherlands,
Portugal and Spain) was conducted in which respondents expressed their opinions on
cancer prevention education at schools. A total of 2,750 teachers were contacted, with
about a third of them from primary schools and two thirds from secondary schools. Each
of them was interviewed on topics including cancer, drugs, AIDS, methods of prevention, organisation of health education in schools. Who is responsible for health education
at their school, the role of the teacher vs. physician and parent, smoking prevention for
teachers and children. It was established that cancer prevention was not sufficiently
represented in schools, and that teachers would welcome more extensive cooperation with physicians and parents.
223
In the USA (Chamberline 1999), an approach was developed to help children
suffering from cancer cope with tumour chemotherapy side effects. Five psychologists
with personal experience with the disease because they themselves had to have cancer
treatment, joined the efforts to help other people cope with this very serious life situation. They wanted to prepare children with leukaemia and their parents for chemotherapy.
They wrote a comic book called Kemo Shark. The shark swims around in the body
and eats the bad cancer cells, but sometimes it eats the good ones by mistake, which
creates the unintended “side effects”. Kemo Shark is a metaphorical description of what
is taking place in my body during chemotherapy. The shark eats the diseased cells but it
also eats the healthy ones, which make the treatment problematic. A comic book Kemo
Shark and informational video My Mom Has Breast Cancer were developed to help
children prepare for changes in the family function during the mother’s disease and
communication in the hospital. Available at http:// www.kidscope.org.
In his study, David Schonfeld (1999) from Yale University confirms that it is
possible to discuss AIDS and cancer with children without causing them any harm.
Children know very little about these diseases. Events that frighten adults did not have
the same effect on children. Children were not afraid to discuss these health threats and
the discussions did not have any negative impact on them. Done properly, health education does not traumatize or scare children. It gives them a realistic and rational
insight into the situation. There is a feedback from the children to their parents, and
the parents learn from their children. Cancer prevention education must start in early
school age, because the basis of most risk behaviours impacting health later in life is
formed at that age. Based on his study, he calls for a more effective health education
to be included in the US school curricula. He is critical of school approach to health
education. Teachers spend very little time on it but the expectations are extreme. He
sees this field as a critical part of primary education. Researchers have only made the
first steps along the road to develop a theory explaining how children understand key
health-related concepts.
Jones, Saraiya, USA, (2006) deal with cancer prevention, more specifically with
protection against sunlight that should become part and parcel of every school’s curriculum, particularly in summer months. It is particularly important to avoid excessive
sunbathing in childhood because sun exposure accumulation and sunburns in childhood are associated with skin cancer development at adulthood. Sun’s rays may
damage human cells and cause a healthy cell to become a cancer cell. UV irradiation of
the cell genome triggers gene mutation and uncontrolled proliferation of cancer cells. A
questionnaire survey showed that sun protection is more frequently observed by women
than by men and by the young than the old. They are more frequent users of creams,
glasses, head covers, hats, caps, clothing, sunscreens with SPF of 15 or higher, protect themselves against the noon sun, seek the shade. It is recommended to include
sun radiation prevention into other prevention programmes. Children are at school during the sun’s peak intensity period, i.e. between 10 am and 2 pm, and therefore teachers
have to look after their protection. Guidelines for school programs to prevent skin
cancer, CDC 2002, published prevention guidelines to help school.
Working with a group of 9-10 year-old children in the UK, Oakley, Bendelow,
et al. (1995) investigated how children understood the concepts of health, disease
224
and cancer. The used a qualitative methodology with the “draw and write” and group
discussion techniques. Under the “Healthy Things” heading, children most frequently
listed healthy foods (fruit, vegetables, fish, cheese, eggs, cereals, milk, mineral water,
vitamins). They also mentioned exercise and sports, hygiene, smoking abstention and
abundant sleep. Listed under the “Unhealthy” category were smoking, unhealthy foods
(fatty foods, meat, sweet foods, drinks, chocolate, salty foods, chips), polluted environment, violence, hygiene, etc. The authors also wanted to find out what children knew
about cancer. Almost half of them knew that it is a fatal disease, and 40 % said that it
is caused by smoking, 30 % said that people will loose their hair (there was a child with
leukaemia in the class). In drawings, four main themes were identifiable: smoking as the
cause of the disease, individual parts of body affected with cancer, cancer as a group of
cells and cancer as an unpleasant face or a monster. Almost half of the children said that
they knew somebody who has or had cancer. Personal contact significantly increased
the volume of information in children. The types of cancer children were most familiar
with included cancer of the lung, skin, blood (leukaemia), brain, head and breast. They
mentioned also other internal and external organs. In their perception, cancer prevention
consisted mainly in non-smoking, maintaining generally good health, eating healthy foods, avoiding excessive exposure to the sun, limiting alcohol and drug abuse, protecting
oneself against passive smoking, etc. Children had adequate knowledge, the prevention
they mentioned most frequently was healthy foods and non-smoking, which are generally well-known negative factors. Their main sources of information were the TV and
the media.
In their study, David Schonfeld and his co-workers (1999) set out to find what
children knew about cancer and they confirmed insufficient cancer prevention education
at school. They developed a curriculum that meets these needs and evaluated a programme to find out whether the programme works. This cancer prevention program and
instructional curriculum for elementary school children was developed in the Cancer Center of Yale University, New Haven, USA (1999) and has been tested in a pilot
study. They called it “STAYING HEALTHY: WHAT I CAN DO. First steps to prevent
cancer.” It has been designed for grades K-6 (from kindergarten to elementary school).
According to D. Schonfeld, most risk behaviours in adulthood, such as smoking,
unhealthy dietary habits, lack of exercise and unscreened sun exposure, are formed and
fixed in childhood and early adolescence. For that reason, effective tumour prevention
must start already at that age. Rather than trying to frighten children with possible risks,
the programme aims at fostering positive skills in children that will help them maintain
health in the future. Children are not threatened with cancer yet but it is necessary to
start now to learn to maintain good health for the future. In his study, the author interviewed 1,500 children. He asked open questions on the causes, transmission, treatment,
prevention, symptoms and treatment of cancer. Twenty-four per cent of children knew
that cancer is caused by smoking, 22 % that it is contagious. Other causes were improper
foods, pollution of water and of air, excessive sun exposure, alcohol and old age. Half of
the children were afraid of developing cancer. The programme was tested in a school and
it was found that children were taught very little about the topic. Children’s knowledge
on cancer was investigated. Based on this research, the author and his team of paediatricians designed a 7-unit cancer prevention curriculum for elementary school children.
225
D. Schonfeld’s curriculum “STAYING HEALTHY: WHAT I CAN DO”, First
Steps to Prevent Cancer, consists of 7 interconnected units, each focusing on a specific
theme suitable for and understandable to children of that age.
Unit 1: Differences among illnesses
Unit 2: What is cancer
Unit 3: What is risk behaviour
Unit 4: Cancer prevention: Avoid tobacco
Unit 5: Eat healthier foods
Unit 6: Protect yourself from the sun
Unit 7: Helping people stay healthy, summary
Class teachers are to present the entire programme by techniques appropriate to
the age of the children (brainstorming, role playing, drawings) that will make it attractive for them. It was associated with positive feelings, activity in classes, it was led by
understanding of the seemingly difficult and non-topical theme. Parental cooperation
is an important aspect that significantly contributes to the programme’s effectiveness.
At home, children often eat unhealthy foods, are exposed to passive smoking and are
unprotected by their parents from excessive exposure to the sun. Evaluation established
that children generally understood the causes of the disease and its prevention, broadened their knowledge and accepted that cancer was not spread by physical contact. The
programme was recommended to schools to be used in regular classes.
M.D.Anderson Cancer Center, Houston, USA, developed a computer programme for high-school students to enhance knowledge and awareness of cancer, nutrition,
exercise, sun protection and tobacco. The interactive programme called “Good Living
Mall” is an attractive and entertaining form of gaining knowledge for the students. A total of 957 students participated in the programme. Seventy-three percent of the students
showed an increase in knowledge. The programme proved to be an excellent teaching
tool for cancer prevention instruction and was well-received by both students, school
staff and parents. Available at http:// www.mdanderson.org/goodlivingmall.
“Be smokeFree” (Josendal 1998) – intervention programme for schools in Norway. It was designed by the Norwegian Cancer Society in cooperation with Bergen
University for middle school students. The programme evaluation was conducted on a
national sample of 99 schools with a total of 4,441 children. A change in smoking behaviour and the programme’s effectiveness were confirmed. Schools were recommended
to carefully plan intervention to reduce smoking among adolescents.
Primary prevention of malign melanoma in Stockholm, Sweden (Boldeman
1993). The aim of the Stockholm Cancer Prevention Program is to increase the awareness of excessive sun exposure risks because malign melanoma is the most rapidly increasing tumour in Sweden. The education programme focuses on changing behaviour
with respect to exposure to UV rays.
“SunWise school program” Boston, USA (2003). Boston University evaluated
a health education programme for elementary and middle school children designed to
raise their sun awareness. Excessive UV exposure in childhood greatly increases the
risk of skin cancer incidence in adulthood. For that reason, the SunWise programme has
been included to the existing school curricula. It significantly increased the intention of
children to play in shade and use sunglasses.
226
Preventive skin cancer programme called “Sunshine at school” was introduced
in five cities in the Orleans region (France) (Esteve 2000). Children received instruction about risks associated with excessive sun exposure and protection against it by
nurses and dermatologists during informal discussion meetings. Evaluation confirmed
broadening of knowledge and the children’s intention to protect themselves against the
sun. Available at WWW <http://www.Eric.esteve@chr.-orleans.fr >.
Lutte contre le Cancer (League Against Cancer) in Montpellier (France) provides cancer prevention education for schools in its training centre Epidaure. It has
a long history and tradition with this education established by Professor of oncology
Henri Pujol, the first to do so in France. At present, it is headed by Professor Helene
Sancho-Garnier, MD. During my visited to the Centre in 2004 I had an opportunity to
observe experts giving instruction on proper nutrition in cancer prevention. Teachers
used activation methods involving group activities with the children based on original interactive educational tools right there in the Epidaure Centre. The children used
a computer programme, models of foods, watched a story on the video, competed in
groups. I was very captivated by computer programmes where children were able to
follow and actively work on tasks related to the history of tobacco and smoking, the
cultivation and use of cocoa beans and chocolate manufacture, history of alcohol and
other lifestyle risk factors. Always, however, interactively. In 1989, they developed an
anti-smoking programme for children aged 9-12 years called “Pataclope”. The
programme addresses children through cartoons and offers a children’s magazine of
the same name, takes advantage of children’s interest in sports and organizes sporting
events, sets up miniclubs for non-smoking children, gives printed t-shirts to competition winners, supports football tournaments, participants in endurance runs, etc. The
Epidaure Centre also trains teachers in cancer prevention. Available at <http//www.
epidaure@valdorel.fnclcc.fr>.
The “Sun and the Skin” programme in Ontario (Canada) (Barankin et al. 2001)
was designed to consist of two arms. One was aimed at parents and provided them
with information on how to protect their children, the other at children in the school
setting. There was an improvement in children’s attitudes to sun-tanning and to wearing
of sun-protective clothing. Co-operation with parents helped reinforce behaviour aimed
at reducing skin cancer risks.
The “Sun Safe” programme from Nottingham (UK) capitalizes on the attractiveness of a computer-based programme and workbooks for children to offer a broadening
of knowledge about UV rays protection for 10-11 year olds. It focuses on attitudes and
behaviour. The evaluation showed significant positive changes in knowledge, attitudes and behavioural intentions. It was introduced to schools before the summer holidays to increase its effectiveness and so that children could most usefully put their new
knowledge into effect during the holidays.
The Carey study (Great Britain, 1995) evaluated the level of cancer education
in primary school teachers. Results identified a lack of materials on the topic that
teachers have at their disposal. It is necessary to increase teachers’ awareness and
to develop cancer prevention materials for them.
The programme “Sole Si Sole No GISED” (2003) was launched in Italy to
increase protection of primary school children against excessive sun exposure. The
227
effect of the intervention, particularly the attitudes and behavioural changes, were
monitored. This is one of a very few programmes that were monitored in a controlled
study. The programme’s effectiveness was confirmed. Many skin cancer risk behaviours emerge in early childhood. It proved positive to introduce programmes of sunprotective practices before the summer holidays and to conduct a post-test after the
holidays.
In Slovakia, a cancer prevention course was included into the curriculum in
1999. It was included among elective courses for secondary school students based on
the authorization of the Ministry of Education of the Slovak Republic No. 130/99-4 of
28 Jan. 1999. The course is a project of the Slovak League against Cancer where it is
taught by foremost Slovak experts in oncology. Selected teachers attended three oneday seminars. The teachers were given teaching texts, textbooks for students, promotional material, video cassettes and sets of booklets on the topic.
The BRAVO project (Barba 2001, Italy) is a survey of obesity prevalence
among children. Childhood obesity is a strong predictor of obesity in adulthood.
For that reason, it is important to start with obesity prevention in childhood. The aim
of the study was to investigate dietary habits and anthropometric factors in a sample of 6-12 year old children from southern Italy. The results confirmed the trend of
increasing childhood obesity prevalence that was also found in western European
countries.
A smoking prevention programme was used in Spain (Barrueco et al. 1998).
The programme was evaluated after three years. The first encounter of children with
tobacco was found to occur at the age of 11. The reasons why children smoke are usually associated with curiosity, adventure, and peer pressure. They knew that smoking
caused lung cancer and cardiovascular diseases. Fourteen per cent of 12-14-year old
students were regular smokers.
University of Houston in Texas (Smith et al. 1998) conducted a survey with the
aim of finding out how community agencies helped schools with cancer prevention
education. It focused on the degree of implementation into the school curriculum.
Smoking prevention and proper nutrition received most extensive coverage by school
activities, protection against the sun was less extensively covered. School personnel
had little training and the school had little community support. The author estimates
that effective education programme might decrease the number of new smokers by
up to 37 %, and reduce the use of alcohol and drugs. Prevention in schools may be of
significant influence. He recommends that cooperation be developed between partner schools, the community and health personnel. There should be more cooperation
between schools and the American Cancer Society. Teachers would like to get more of
latest specialist information, specialist training, lessons, materials, literature of cancer
prevention.
The Expanded Food and Nutrition Education Program (EFNEP) targeting
dietary habits has been developed at the university in Minnesota (USA). It was recommended to eat less fat and cholesterol. The study confirmed changes in participants’
behaviour towards a greater focus on healthier diets and a greater interest in preventing cardiovascular and cancer diseases (Hartman et al. 1997).
228
Cancer prevention programme “it’s normal not to smoke”
for children in the czech republic
The programme “It’s Normal not to Smoke” is a comprehensive primary prevention programme of support to and education towards non-smoking behaviour for young
school children (aged 7-11 years). It draws on international research, experience and
programmes already in existence and listed above, mainly from the USA (Shoenfeld et
al. 1999) and France (Pataclope Programme, 1989). The programme was designed with
a systematic approach to cancer and anti-drug prevention in mind, and with a follow-up
in each subsequent grade of the primary school. The programme “It’s Normal not to
Smoke” covers the entire primary school age period. It is divided into two sub-programmes, one for grades 1, 2 and 3 which is a follow-up of programmes for kindergartens,
and the other for grades 4 and 5, which is connected with the programme “Smoking and
I” intended for the second-level grades of primary schools. The programme was developed by the Medical Faculty of Masaryk University Brno on the initiative of the League
against Cancer Praha.
Acting as a guide through the entire programme is a plush doll Věrka Squirrel ,
the symbol of a healthy lifestyle, and her opposite is Retka Cigarette symbolizing an unhealthy lifestyle. Motivational stories tell the children in an entertaining manner about
healthy lifestyles, healthy foods, the risks they may encounter, harmfulness of smoking
and effective prevention that will help them maintain good health also in adulthood.
The programme’s main objective is a child that has made a conscious decision to be a
non-smoker. It is a long-term objective and for that reason other short-term goals also
need to be set. The programme’s content is focused comprehensively on influencing
children’s attitudes, behaviour and knowledge on a healthy lifestyle. It emphasizes
the main risk factors that may have up to 60 % influence on cancer development and
which are completely preventable. They are the following two basic factors: a) smoking
30 %, b) healthy diets 30-35 %.
The aim is a better understanding of issues relating to healthy lifestyles, principles of healthy nutrition and cancer prevention in a fairy-tale-like story featuring the
Heart, Lung, Tooth and Retka Cigarette. In five units, children learn about smoking,
good dietary habits, the need for sufficient physical activity, appropriate daily routines
and mental hygiene through a fairy tale-like story of a squirrel and several other forest
animals. The programme is extended to include information on the history of smoking
in the world, understanding one’s own body and its functions, formation of an adequate
self-concept, self-knowledge, fire prevention, nature protection, relationship between
man and nature, more information on healthy diet principles, daily routines and mental
and personal hygiene.
The programme includes a section that focuses on children with worksheets,
motivational stories and tasks. The teachers’ section focuses on methods to be used
in individual five units. The methodology is open to other broadening ideas, and it
allows for creative additions according to local conditions of the schools and teachers’ creative inventiveness to tailor the programme to the needs of their classes,
thus enriching the programme with their experience and making it their own. It
229
also includes posters for parents because emphasis is placed on cooperation and positive
relationships with parents, because the programme would be less effective without their
assistance.
The programme’s positive dimension is the evaluation of the programme’s effectiveness, which is conducted in each successive grade. The programme and its evaluation are designed as a longitudinal investigation. The same children cohort is monitored
over the entire programme implementation period, i.e. for five years between primary
school Grades 1 and 5.
This programme’s aspiration is to make a contribution to the formation of values, attitudes and behaviours prioritizing a healthy lifestyle. If a healthy lifestyle is
successfully fixed in childhood, there is a greater probability that it will be automatically observed in adulthood. That is the main intent of long-term influence of comprehensive health education in school educational programmes and in the school official
as well as hidden curriculum generally. It is important that no-smoking education be
conducted systematically from kindergartens through primary to secondary schools
and universities.
Cancer prevention in the programme is accomplished primarily through:
1) smoking prevention
2) principles of good nutrition and dietary habits
3) emphasis on enough physical exercise
4) protection against solar radiation
5) mental hygiene.
The programme was launched in 2005, and the first stage was completed in 2008
when the programme for grades 1, 2 and 3 was developed and tested, and received
accreditation. The programme “It’s normal not to smoke” is also presented at web pages www.normalnijenekourit.cz, where the programme content is outlined together with
materials for download, pages for teachers, parents and children, and practical experience.
Children’s concepts of cancer and their changes after an
intervention
The issue investigated in this survey was children’s understanding of the cancer
phenomenon and its changes after an intervention using methodology that had been
applied and tested abroad, and to do it in the social and cultural context of our location
in the Czech Republic. The aim was also to test the effectiveness of the primary cancer
prevention programme “It’s normal not to smoke” for grade 3 of primary schools. We
asked ourselves questions like: What do children know about cancer? What does that
word bring to their minds? Do they know more about cancer after the intervention, i.e.
after the implementation of the programme? Did they show a shift towards more healthy
behaviours? Is the programme effective?
230
Methods and research sample
Our research sample was neither a representative nor a random one. The selection of our sample was purpose-oriented. The sample is composed of third graders from
public primary schools from Brno and its immediate environs that agreed to participate
in the research and to implement the prevention programme. Two of the 10 participating
schools also participated in the “Healthy School” programme. Their results were not
evaluated separately.
Children from grade 3 of primary schools were selected on purpose because
they seemed suitable for their relative independence compared with younger children
from grades 1 and 2, but also because of their lower level of cognitive development
compared with children from higher grades. The choice was also made in view of their
curriculum content emphasis. The science trivia material on man in grades 1 and 2 is
socially oriented, in grade 3 it already has a more biological focus, on the structure and
function of internal organs. It should also be added that children from the experimental
group had for three years participated in a long-term primary programme “It’s Normal
not to Smoke” intended to promote healthy lifestyle and a no-smoking behaviour. No
such intervention had been made in the control group, the group was not affected by the
programme. The research sample consisted of 311 children in the pre-test and 373 in the
post-test. The research sample consisted of an experimental and a control group to allow
for a comparison of results and for programme evaluation. Both the control and the
experimental group consisted of respondents of the same age, had approximately the
same boys-to-girls ratio coming from the same environment and their sizes were about
the same, i.e. they were homogenous.
We drew from experience of foreign authors and their research into children’s beliefs and knowledge of cancer. Oakley, Bendelow, et al. (1995) conducted
a study in the UK using the “Draw-and-Write” technique to investigate subjective perceptions of the term cancer in a group of 9-10 year-old children. Pridmore, Bendelow
et al. (1995) conducted a similar study with 100 children aged 9-10 in Botswana. The
study of David Schonfeld et al. (2001), who developed and tested cancer education curriculum for children K-6 (kindergarten through grade 6) in the USA, helped understand
the causes of some diseases and their subsequent comparison, specifically of common
cold, AIDS and cancer. In their 1998 study, Chin, Schonfeld et al. (USA) investigated
developmental causal reasoning for cancer and its prevention.
To evaluated the entire programme, we used a mixed design of quantitative and
qualitative methods. For evaluation, the “draw-and write” technique, a semi-structured
interview and a questionnaire design by us were used. The intervention was made in
the experimental group only. The evaluation took the form of a pedagogic experiment.
A pre-test was conducted before the intervention and a post-test followed four months
after the intervention was completed in both the experimental and the control group. In
this way, the medium-term effectiveness of the programme was tested. A comparison
between the experimental and the control groups’ results was made both for the pre-test
and the post-test, and the statistical significance of their differences was then evaluated
in the EPI Info 6.09 programme by the chí-square test and its modification according to
Yates and Fischer. After the pre-test in January 2007, the programme was implemented
231
in four weeks. Four months later in June 2007, the study was concluded with a post-test,
verification of medium-term effectiveness and programme evaluation. The same procedure was applied in all schools and it was strictly observed.
Results
To analyse, classify and categorize qualitative data, we used open coding and
a system of categories that were defined based on the answers obtained. Based on the
coding, the respondents’ answers were gradually classified, organized and combined.
Codes were thus set up that correspond to the aim of a thematic allocation of individual
answers.
The data obtained were coded, categorized and evaluated in four thematic areas:
A) Drawing
B) Understanding the concept of cancer
C) Causes of cancer
D) Cancer prevention
A) Analysis of children’s drawings
In the first area, we analyzed drawings and written comments of children that had
been told to “Draw and write what you think cancer is, and how it can be prevented”. Answers of any one child may have been included into more than one category.
The drawings were coded and divided into nine categories.
The most numerous were drawings from the “smoking” category, which included
drawings of, e.g., a smoker, cigarette, pipe, a man throwing a cigarette away. Children’s
perception of the concept of cancer was expressed in this manner by more than half of
the respondents (65 %). Also numerous were drawings from the “affected body organs”
category (up to 56 %). The most frequently depicted organs were the lungs, heart, brain,
stomach, liver, skin, breasts, etc. Drawings by about a quarter of the children depicted
a sick person lying in bed, physicians, a hospital, an ambulance. These were assigned to
the “sick person” category. About 5-7 % drawings were assigned to the “death” category where a tomb, coffin or skeleton were used as symbols of dangers to life. This category
was more frequent among boys than girls. The category “tumour” (lumps, spots, papulae, ulcers) was depicted in about 8 % of drawings, and approximately the same number
of drawings was assigned to the “micro-organisms” category (viruses, bacteria, bacilli).
Also represented, although only infrequently (in about 3% of cases) were drawings of
a forest, polluted places with industrial zones, chimneys, drains, automobile exhaust fumes, air polluted with cigarette smoke (passive smoking). These drawing were assigend
to the “environmental factors” category. The “abstract monsters” category fitted to
drawings of about 4-8 % of respondents. Drawings depicted healthy foods (fruit and vegetables), alcohol, drugs, sports, persons without hair, injection syringes, etc., about 10
% of the drawings, were included in the “other” category.
It follows from the results that children from the experimental group depicted
various organs affected by cancer more frequently (heart, liver, brain, breast, blood,
kidneys, etc) than children from the control group. A significant difference in favour of
232
children from the intervention group in the “affected body organs” was found in both
pre-test and post-test (p<0.01 and p<0.0001, respectively) The control group, on the
other hand, remained unchanged. This proves a better awareness and understanding of
the disease in the experimental group children following intervention (Fig. 1).
Categories “smoking” and “sick person” were significantly more frequent
(p<0.05) in the post-test of children from the control group. A significant difference
(p<0.05) in favour the intervention group was demonstrated in the post-test for the
“tumour” category compared with the control group. In other categories, i.e. “microorganisms”, abstract monsters”, “environmental factors”, “death” and “other”, no major
differences between the intervention and control groups were found (Tab. 15a).
Table 15b shows significant differences in the experimental group in the categories of drawings of affected organs (p<0.001), “micro-organisms” (p<0.05) and “other”
(p<0.05) in post-tests, i.e. after the intervention. In the post-test, children from the control group depicted a smoking person significantly more frequently (p<0.05) than in the
pre-test. In the intervention group, drawing assigned to the “tumour” category were also
more frequent (up to 13 %), but the difference was not significant.
70
drawing of cancer
60
smoker,
cigarettes
kouřící člověk,
cigarety
affected
postiženéorgans
orgány
patient,
doctorlékař
nemocní hospital,
lidé, nemocnice,
tumor...
nádor, bulka, flek, pupínky, vředy
virus,
bacterium
mikroorganismy-virus,
bakterie, bacily
death,
tomb,
smrt, hrob,
kříž,skeleton
kostlivec, lebka
enviromental
environmentálnífactors
faktory
abstract
abstraktnímonsters
monstra
the
other
ostatní
50
40
30
20
10
0
program pretest
control pretest
kontrola
program posttest
kontrola
control posttest
Fig. 1: Drawings of cancer
Lay concepts of cancer among the experimental group children were manifested
more by images of affected body organs, and in images of smokers or cigarettes in the
control group, i.e. images more congent and appropriate for the topic were presented by
the experimental group children. Children’s concepts are specific, unique, autonomous,
lay and subjective, and variability in the drawings of cancer very broad, as demonstrated
by the results.
B) Understanding the concept of cancer
By analyzing the drawings and the interviews, we created a categorial system where we assigned children’s answers to questions “What is cancer? Can you explain it?”.
233
One and the same answer may have been assigned into several different categories, and the sum of all answers therefore exceeds 100 %. The answers were coded and
placed into eight categories. Our results showed that children most frequently perceive
cancer as an incurable and fatal disease. Cancer is incurable, a fatal disease, causes death
were among the answers that we placed to the “fatal disease” category. Over half of the
children (up to 62 %) gave that answer. Almost a third of the children from the control
group and up to half of the experimental group gave answers that were placed to the
“lung disease” category. The next category was that of a “serious disease” for answers
like a dreaded disease, difficult to treat, dangerous disease. About 40 % of the children
gave those answers. The “infectious disease” category included the children’s concepts
that cancer is communicable, infectious disease, and children’s recommendations to
avoid contact with cancer patients. This might be called a misconception although we
know that some types of cancer are communicable and are of viral origin. Only 4 % of
children made that statement. Some children said that their grandpa or grandma had
died of cancer, and so they associate cancer with elderly people’s ailments (only 1%
of answers). From time to time, we came across an answer that cancer is a tumour, but
without any connections or understanding of that concept (1-4 % of children). Many
children, more girls than boys, were unable say anything about the concept of cancer
and stated they knew nothing about cancer. This was characteristic for the “I do not
know” category (about 5-10 % of children). The category “other” (4-8 % of answers)
included answers e.g. something that is harmful for people, inflammation of the intestines, painfulness and coughing.
Table 16a gives statistical differences in the pre-test and the post-test between
the experimental and the control groups. It clearly shows the significantly higher frequency of answers that cancer is a lung disease among the children from the intervention group in both pre-test (p<0.01) and post-test (p<0.0001) compared with the
control group.
It follows from Table 16b that more than half of all children of the entire group
were aware that cancer is a fatal disease, a threat to life. This was mentioned by significantly more children from the intervention group (p<0.01) as well as the control
group (p<0.05) in the pos-test compared with the pre-test. The relative frequency of
occurrence (62 %) in post-tests was the same in both groups. Following the intervention,
the experimental group children described cancer as a lung disease significantly more
frequently (p<0.0001). The number of answers in the “I do not know” category decreased in post-tests in both groups, the difference was not, however, significant. There
were no differences between the groups in other categories. These results demonstrate
a positive effect of the intervention and an increased amount of information among the
experimental group children (Fig. 2).
234
Vysvětli, co je rakovina
explain „what is cancer?“
70
60
50
mortal
smrtelnádisease
nemoc
lung
diseaseplic
onemocnění
serions
závažná disease
nemoc
infections
diseasenemoc
infekční, nakažlivá
disease
of oldlidí
people
nemoc starých
tumor
nádorová nemoc
the
other
ostatní
lnevím
don´t know
40
30
20
10
0
program pretest
kontrola
control pretest
program posttest
kontrola
control posttest
Fig. 2: Understanding the concept of cancer (%)
An exceptional answer was that cancer is a tumour, which is a cluster of cells
that multiply. It is remarkable that so small children are able to come up with such an
answer.
C) Causes of cancer
We analyzed and coded answers to the question of what causes cancer. The answers were assigned to 7 categories. The only significant difference between the groups
in the pre-test was in the category “alcohol” (p<0.05). This factor was mentioned more
frequently by children from the control group. In the post-test, significantly more children from the intervention group said that causes of cancer were in unhealthy foods
(p<0.01) and in environmental factors (p<0.001)
The absolute majority (up to 90 %) of children gave cigarette smoking as the
cause of the disease, their numbers being greater in the post-test (by up to 10 %) in both
groups. Smoking was unquestionably the most frequent cause of cancer given by
the children. Another relatively frequent category was “unhealthy foods”, where we
included mainly lack of fruit and vegetables, fatty foods, smoked meat products, sweets,
etc. Approximately one in every ten children identified unhealthy foods as the cause
of cancer. Excessive consumption of alcohol was considered a greater risk by up to a
quarter of the children in the pre-test. The children also referred to drugs as a cause of
disease, but very sporadically: drugs were mentioned by only 5 % of the children. The
reason may be that they consider drugs as a general risk factor for the development of a
disease. To the category “environmental factors” we assigned car exhaust fumes, waste, air pollution, industrial pollutants, cigarette smoke, excessive exposure to the sun,
passive smoking, etc. This category had the greatest difference in the number of answers
between the pre-test and the post-test of up to 30 % in favour of the experimental group.
235
Very many (up to 20 %) respondents were unable to give any answer, and they were
placed into the “I don’t know” category. The category “other” included answers, e.g.,
use of medicinal drugs, food additives, insufficient clothing, stress and sadness. Some
children mentioned several causes.
The number of answers in the “smoking” category increased significantly in the
post-tests in both the experimental group (p<0.0001) and the control group (p<0.001).
This was not, however, attributable to the intervention because there was no difference
between the groups with respect to the answers’ frequency. In the categories “unhealthy
foods”, “alcohol” and “environmental factors”, however, significant differences in the
post-test after the intervention were statistically demonstrated. This significant increase
in the number of answers in the experimental group in the post-test compared with the
pre-test was found in categories “unhealthy foods” (p<0.001), “alcohol” (p<0.001) and
“environmental factors” (p<0.0001). At the same time, the number of respondents
who did not know the cause of the disease decreased significantly (p<0.0001) in the
group with intervention.
No such differences were found in the control group. There was a significant
increase in response frequencies in the categories “smoking” (p<0.001) and “environmental factors” (p<0.001). At the same time, the post-test showed a significant
(p<0.01) decrease in the number of those who did not know the answer, there was a
decrease in the number of respondents in the “I don’t know” category. This proves that
the intervention increased the amount of information for the children in the experimental group (Fig. 3).
Příčiny rakoviny
causes of cancer
100
90
80
70
smokingcigarety
kouření,
unhealthy foods
nesprávná
strava
alcohol
alkohol
drugs
drogy
environmental factors
environmentální
faktory
the others
ostatní
I don`t know
nevím
60
50
40
30
20
10
0
program pretest
control pretest
kontrola
program posttest
control posttest
kontrola
Fig. 3: Causes of cancer (%)
A change in the cognitive dimension of the concept of cancer causes was demonstrated.
236
D) Cancer prevention
We also investigated children’s beliefs about, and interpretations of, the concept
of cancer prevention. Only few (less than 10 %) of children described cancer as a disease that cannot be prevented. A majority of them said that cancer is preventable, and
10 % of them were unable to give any answer and were included in the “I don’t know”
category. Over 96.1 % of respondents from the experimental group said that cancer can
be prevented, which significantly differentiated (p<0.0) them from the control group’s
post-test results (87.6 %). Unambiguously negative answers were given by less than
10 % of children, most of them in the control group’s pre-test. Only 1 % of intervention
group children said in the post-test that cancer cannot be prevented. In this respect, there
was a significant (p<0.01) difference between the experimental group (1 %) and the
control group (7.1 %).
The frequency of the “I don’t know” answer in the post-test decreased significantly in both the intervention group (p<0.01) and the control group (p<0.05). The experimental group differed significantly in the post-test increase in the frequency of positive
answers (p<0.01) and a parallel decrease in negative answers (p<0.05). A significant
increase (p<0.05) in positive answers was also recorded in the control, i.e. no intervention, group (Tab. 18b). This was a statistical proof of an increase in the volume of
information in the experimental group.
Children from both groups saw cancer prevention mainly in abstention from smoking, almost 80% of them mentioned “non-smoking”. Another frequently mentioned
factor of cancer prevention was healthy foods, both in the intervention group (almost 38
%) and the control group (almost 20 %). Approximately the same numbers of answers
referred to categories limiting excessive consumption of alcohol (almost 17 %) and
medical aid (10-16 %), and included children’s answers like regular visits to the doctor,
medical treatment, surgery, vaccination, etc. In the experimental group, abundance of
physical activity (almost 8 %) was mentioned more frequently, while children from the
control group focused more on drug abuse (almost 5 %). Environmental factors, such
as excessive exposure to sun radiation, suntanning, avoiding cigarette smoke, exhaust
fumes, etc., were referred to in 8-23 % of answers, more frequently in the experimental group. A separate category was established for the observation of hygienic rules
(2-6 %). We used this category for answers referring to the avoidance of contacts with
the patient, hand washing, etc., because children also mentioned it. The use of vitamins,
reduction and management of stress, recommendation to lead a healthy life, take care of
oneself, dress warmly, frolic, have fun, be careful, do everything the way it should be
done, etc. were included to the category “other” (8-12 %).
In the pre-test, i.e. before the intervention, the experimental and the control groups
differed significantly only in the category “healthy foods” (p<0.001) in favour of the former.
After the intervention, a significant increase was demonstrated in the number of answers
in the experimental group in categories “healthy foods” (p<0.001), “physical activity”
(p<0.05) and “environmental factors” (p<0.01) compared with the controls.
An increase in the number of answers in the experimental group was recorded
in categories “no smoking” (p<0.001), “environmental factors” (p<0.001), “healthy foods” (p<0.01) and “reducing alcohol consumption” (p<0.01). In the post-test, control
group children mentioned “no smoking” and “healthy foods” categories significantly
237
more frequently (p<0.01 and p<0.05, respectively). Differences in other categories were
not statistically significant. It means that there was an increase in the number of children
following the intervention who thought that cancer can be prevented by non-smoking,
eating healthy foods, limiting alcohol intake and reducing harmful environmental influences. The greatest intervention effect was in the more frequent reference to healthy
foods by the experimental group children. These results confirm the intervention effectiveness.
y
cancer prevention
90
80
70
non-smoking
nekouřit
healthy
foods
jíst zdravě
limiting
excessive
nepít mnoho
alkoholu
consumption
aktivní pohyb
of
alcohol
enviromentální
faktory
physical
activity
infekce, omezit
kontakt
environmental
neužívat drogy factors
observation
léčit se, jít k lékaři
of
hygienics
rules
dodržovat
hygienu
no
drugs
ostatní
medical
léčit se, jítcare
k lékaři
adhere
hygienics
dodržovat
hygienu
the
others
ostatní
60
50
40
30
20
10
0
program pretest
control pretest
kontrola
program posttest
kontrola
control posttest
Fig. 4: Cancer prevention (%)
Several children’s concepts about cancer:
“Cancer may cause damage to the organism, for that reason there usually is a warning
on cigarettes that smoking may kill.” (a girl, control group)
● “Cancer is a disease caused by cigarettes.” (a girl, control group)
● “Cancer can be transmitted from one man to other people.” (a girl, control group)
● “The person with cancer has difficulty breathing, coughs, his heart beats slowly.”
(a boy, experimental group)
● “If somebody is a smoker, he will develop a tumour. Cancer is a disease that produces a tumour in a person’s body, it is caused by smoking, the person should get some
treatment.” (a girl, experimental group)
● “Cancer is a disease that may appear if a person smokes too much. We can prevent
it by refraining from smoking. Cancer causes heart and lung disease.” (a girl, experimental group)
In our drawings, more than half of all the children from both the experimental and the control groups, in the pre-test as well as in the post-test, associated cancer
with a drawing of a person smoking or of cigarettes without any major distinction.
The children perceived cancer in this way probably because they meet with this asso238
ciation between the terms smoking and cancer in their environments. They notice ads
in the media, billboards in public places and warnings on cigarette boxes. A significant
decrease in the number of drawings of micro-organisms and the increase in the number
of drawings of affected parts of the body following the intervention underscores the
intervention’s effectiveness.
Understanding the concept of cancer
Control group children perceived cancer as a dreaded disease, they associated it
more often with death, threat to life, experimental group children were able to perceive
cancer more realistically as an affliction of different parts of the body. Children know
various types of cancer. In their answers, they mention cancer of the brain, blood, stomach, kidneys, breast, heart, etc., depending on what they have encountered in life, on
their own experience. Some children told us that their grandfather, grandmother or uncle
had died of cancer. This is one of the reasons why children associate cancer with the
diseases of the old. The risk of cancer does increase with advancing age, as mentioned
above. The increase in the number of answers that cancer is a disease of the lungs and
of other parts of the body in the experimental group and a parallel decrease in the “I
don’t know” answers caused a positive change in the level of cognitive dimension of the
concept about cancer in the experimental group.
This demonstrates a greater volume of information among the intervention
group children and the intervention’s effectiveness. The experimental group demonstrated a greater volume of information and a stronger cognitive dimension of the
concept of cancer. The change in cancer concepts can be interpreted as a shift towards a
more rational and less emotional (fear, anxiety, grief) concept of the disease in the experimental group children. We believe that the shift was consequential to a greater amount
of information about the disease, mediated either by our intervention or a greater interest
in the issue and to the adoption of influences from one’s environment (information from
the media, discussions with the family, peers, etc).
Causes of cancer
Noteworthy and unique were the children’s drawings showing their perceptions
of cancer as a battle of bacilli. In various studies (including the survey of health and
disease concepts presented here), children often identified the cause of various diseases as micro-organisms: viruses and bacilli. That perception of the disease is common
among children in this period, as documented by some authors (Ellen et al. 1981) and
also by our previous study of health and disease perceptions. Preschool children see the
reasons for the disease in something magical, around the age of 10 they believe that the
cause of diseases are bacteria, microbes. In children under 7, the level of cognitive processes according to Piaget is not at such a degree of development to make it possible for
them to understand contagion and infection (Bibace, Walsh 1980). Recent studies have
confirmed that these children are able to understand biological causes of diseases in the
form of micro-organisms (Williams et al. 2002). Our respondents were 8-9 years old.
About 10 per cent of children in our group conceived their drawings of cancer as micro239
organisms fighting the human body. However, it was interesting that children almost
never mentioned micro-organisms in their explanations of the causes of the disease.
They saw the cause of cancer in smoking, unhealthy food, excessive consumption of
alcohol, in polluted atmosphere. In some of their drawings, children depicted cancer as
a fight of various viruses, bacteria and other micro-organisms against the body, but
they believed that the causes of cancer were smoking, bad foods, drinking alcohol
and taking drugs. From this we might deduce that there are periods when they adopt
two contrary concepts about cancer at the same time. Similarly conflicting or even
contradictory concepts were manifest in the survey of children’s concepts of the Earth
(Vosniadou, 1992).
This may prove the existence of a double concept of cancer in children from
our group. As mentioned earlier, almost 90% of children from our sample identified
smoking as a cause of cancer. This is more than reported in foreign studies. For instance
Bibace, Walsh, (1980) found that almost half of children knew that it was a fatal disease
and 40% said that it was caused by smoking. Chin, Schonfeld et al. (1999), Oakley et al,
(1995) also noticed that children aged 8 to 9 years give smoking as the main risk factor
of cancer. We believe that the higher incidence in our group is the effect of two years’
intervention in the experimental group with the programme “It’s normal not to smoke”
Unexpectedly higher results in the category smoking were also found in the control
group. The children may have been influenced by the advertisement on cigarette boxes,
or we may speculate about the effect that control tests focusing on smoking had on the
control group. Other findings indicate that children apparently consider the heart as
the main, the most important, organ in the body, and they associate its proper function
with life. For that reason cancer of the heart is also frequently mentioned, and all that in
connection with smoking.
According to the children, cancer prevention consisted mainly of non-smoking,
maintaining generally good health, healthy foods, limiting excessive alcohol consumption, protecting oneself against passive smoking and polluted air, etc. Children had adequate knowledge, they most frequently suggested healthy foods and non-smoking as
cancer prevention, which corresponds with foreign results (Chin, Schonfeld et al. 1998,
Oakley et al, 1995). In his study, Schonfeld (1999) claimed that the majority of children
does not understand correctly what cancer is. Some children mistakenly believe that
cancer can be contracted through physical contact with a patient or by getting very
cold, and the same situation existed in our group. Few children know that, e.g., eating
wrong foods or excessive sun exposure, may cause the disease. The three top risk factors
are smoking, wrong foods together with lack of exercise and excessive sun exposure,
especially in young schoolchildren. Cancer can be treated and it can also be prevented,
and so said also the majority of the children from our group. Personal contact markedly
increased the volume of information the children had.
Children in our sample saw prevention also in the observance of hygienic rules.
They draw on their own experience with diseases like flu, tonsillitis, etc. In the pre-test,
they also expressed an opinion that preventive measures should also include the limiting
of contacts with cancer patients to rule out the risk of contagion. They see the cause of
the disease in the physical contact with the disease, with the patient, or in engaging in
high-risk behaviour (Bibace, Walsh 1980). In their beliefs about cancer prevention, chil240
dren sometimes confused cancer causes with diseases as aftereffects of getting chilled,
e.g. to dress warmly. We may call that a misconception regarding the causes of cancer,
just as the use of drugs, which was more often mentioned by the control group children.
Another misconception is the belief that cancer can be prevented by limiting contacts
with cancer patients. Some children listed very correctly several prevention options, e.g.
to refrain from smoking, to eat healthy foods, to engage in sports, to keep one’s distance
from smokers. It means that there was an increase in the number of children following
the intervention who listed non-smoking, eating healthy foods, limiting alcohol intake
and reducing harmful environmental influences among cancer prevention measures. The
greatest intervention effect was in the more frequent reference to healthy foods by the
experimental group children. These results confirm the intervention effectiveness.
Summary
Concepts of cancer
Children’s concepts of cancer as a disease are absolutely unique beliefs, subjective interpretations, as documented in this paper. They are often mixed beliefs about the
effects of micro-organisms combined with the effects of smoking, which often affects
the lungs and the heart. Children often consider the heart as the principal organ of the
body on which life and death depends. They perceive cancer as a dreaded disease, they
associated it more often with death, serious threat to health, as well as a disease affecting multiple organs, most frequently the lungs, heart and brain. They view cancer as
a serious, difficult-to-treat and often incurable, fatal disease. Some also believe that cancer is contagious, an infectious disease, and recommend to avoid contacts with cancer
patients. Smoking was cited by the children as by far the most frequent cause of cancer
followed by alcohol, drugs, bad foods and environmental factors. Among prevention
options they most frequently mentioned non-smoking, healthy foods, restricting alcohol
intake, limiting negative environmental factors, abundance of exercise, but also cutting
down on contacts with the patient. Only a minority of the children did not know possible
prevention measures or thought that cancer cannot be prevented.
Changes in the post-intervention concept of cancer
Changes in the post-intervention concept of cancer were demonstrated in an increase in the number of drawings depicting affected organs (mainly the lungs and the
heart). Children were more likely to list various types of organs affected by cancer.
A change in the level of cognitive dimension of the concept of cancer also occurred in
the children’s belief that cancer was a disease of the lungs and other organs, and, at the
same time there was a decrease in the number of those who did not know the answer.
There also was an increase in the number of children who understood the cause of
cancer in smoking, unhealthy food and environmental factors. There was an increase
in the number of children following the intervention who listed non-smoking, eating
healthy foods, limiting alcohol intake and reducing harmful environmental influences as
cancer prevention measures. The greatest intervention effect was in the more frequent
reference to healthy foods by the experimental group children. These results confirm the
intervention effectiveness.
241
It follows from the above that children from the experimental group gained more
information on cancer. This demonstrates a greater volume of information among
the intervention group children and the intervention’s effectiveness. A shift in the
concept of cancer in this group due to targeted intervention was demonstrated.
There was a change in the concept of cancer following the intervention, an
increase in the level of cognitive dimension of the concept of cancer. The increase is
gradual, and it is not possible to unequivocally decide whether it is the result of purposeful instruction, the intervention, or whether also out-of-school influences have a role in it
- and to what extent. The strengthening of the cognitive dimension may have been caused
by personal experience, out-of-school influences, unintentional learning. The “attractiveness” of a topic also seems to play a role in the cognitive dimension formation. Because
there was a considerable period of time between the intervention and the post-test (4
months), there is no doubt that out-of-school influences and other information in the
school curriculum newly played a role in the formation of the concept of cancer in
the group surveyed. Our objective, however, was to change that dimension.
We consider it important to state here that the study results are valid only for this
group surveyed. It provides a greater insight into the phenomenon studied. The results
are only locally valid, they could be further applied to a broader age category of children
from 5 to 14, 16 years of age. It would be desirable to extend the study and conduct it as
a longitudinal study in which the development of the children’s concept of cancer would
be monitored over time in connection with their age.
Use in school practice
There is no doubt that cancer prevention should be given systematic, methodologically well thought-out and uniform (rather than only random) attention at schools.
The content of instruction should truly be governed by an analysis of information
already known to the cohort and identification of that which is unclear, misinterpreted
or completely insufficient. An important prerequisite is also the preparation of teachers
for instruction, which can be provided for by their on-the-job training of teachers and
specialist training of undergraduates in teacher’s training colleges. Issues relating to
cancer are some of the major health themes that certainly deserve attention of teachers
and their students. And it is the programme “It’s Normal not to Smoke” that offers
such systematic cancer prevention education at schools. Results have confirmed
the effectiveness of the primary prevention programme It’s Normal not to Smoke.
We can recommend it for implementation in the school curriculum across the Czech
Republic.
PRIMÁRNÍ ONKOLOGICKÁ PREVENCE VE ŠKOLE
Abstrakt: Článek se zabývá možností výchovy a vzdělávání dětí k onkologické
prevenci ve škole již na primárním stupni. Nabízí edukační preventivní program vytvořený na MU Brno, který se zaměřuje na podporu zdravého životního stylu zejména
na nekouření, zdravou výživu, pohybovou aktivitu, duševní zdraví, omezování slunění
242
a rozvíjení dovedností potřebných pro život. Výzkumným šetřením ověřuje efektivitu
programu na primárním stupni ZŠ. Zjištuje dětské prekoncepce pojmu rakovina a jejich
změny po cílené intervenci.
Klíčová slova: onkologická prevence, školní programy, výchova ke zdraví, dětské pojetí rakoviny
243
School and Health 21, 2010, Health Education: Contexts and Inspiration
STUDENTS’ IDEAS ABOUT RESPIRATION:
A COMPARISON OF SLOVENE
AND CZECH STUDENTS
Barbara BAJD, Luka PRAPROTNIK, Jiří MATYÁŠEK
Abstract: Many students and even adults have misconceptions about respiration.
When referring to respiration they think of how animals and plants get oxygen into their
body (lungs, grill, skin or stomata) rather than about aerobic metabolism, which requires oxygen to release the energy stored in food. They also often confuse respiration in
plants with photosynthesis. Many investigations show that this topic is very difficult to
understand, especially for children in lower secondary school. In our investigation we
wanted to obtain information on preconceptions about this topic among students who
had just entered the Faculty of Education and who intend to become primary school teachers. We wished to analyze the extent of any possible misconceptions on these subjects,
and if there are any differences between the answers of Slovene and Czech students
to the same questions. The results demonstrate significant errors and misconceptions
among both groups of students and that it is essential to improve science teaching within
the Faculty of Education to ensure that future primary school teachers possess a correct
understanding of these fundamental topics, and so will teach children correctly about
respiration.
Keywords: respiration, photosynthesis, plants, animals, misconceptions
Introduction
Children and adults alike often have misconceptions about respiration, or what
breathing is as a biological concept. In everyday life we say that we breathe with our
lungs, fish breath with gills and amphibians breathe through their skin. This process is
not breathing but inspiration and expiration, exchange of the air. Inhaled air, high in
oxygen and low in carbon dioxide, travels through the respiratory tract deep into the
terminal portions of the lungs; this is inspiration. There, oxygen diffuses across the
lung surface into the blood. From the lungs, oxygenated blood is carried to the heart and
then, via the systemic circulatory system, to all part of the body. The real biologically
accepted definition of breathing is, in fact, at the cellular level. Each cell needs oxygen for living. During cellular respiration, oxygen moves from the blood into the cells,
245
and carbon dioxide and other wastes are released from the cell into the blood. Finally,
deoxygenated venous blood, carrying its load of carbon dioxide, circulates back to the
lungs, where carbon dioxide is exhaled during expiration.
Body tissue requires a constant supply of oxygen. Everyone knows that living
organisms need oxygen, but they usually do not know why. Cells need oxygen because
they require energy for metabolic processes. In the process of cell breathing/respiration
the energy stored in carbon containing molecules, especially glucose is converted into
high-energy bonds of ATP, the only usable energy source for many cellular activities.
The process of converting the energy into ATP at the cell level we call cell breathing
or respiration. The cell organelles in which the energy is converted into ATP are the
mitochondria.
The process of cell respiration goes on in all the cells of both animals and plants.
But many students confuse plant respiration and photosynthesis in green plants. From
this they often state that plants breathe carbon dioxide whereas animals breathe oxygen.
In fact, respiration is the same process in both animal and plants cells. Plants cells respire (ie breath) all the time, because they need energy, but photosynthesis occurs only
in the presence of light and in particular parts of cell particles called chloroplasts. Breathing and photosynthesis are, in fact, two distinct and opposite processes: in one the sun
energy is stored in carbon containing molecules (especially glucose) and in another the
energy is transformed into ATP which is needed for all cellular processes.
But these topics are very difficult for primary –and, indeed many post-primary - children to understand, and that is why they have misconceptions about breathing
and photosynthesis (Marmaroti and Galanopoulou, 2006). Teachers must accordingly
be aware of the problem and pay more time and attention to this and other fundamental
topics, so that student will not continue their misunderstanding until entering university
or even later. In our investigation we wanted to see what misconceptions, if any, first
year Czech and Slovene students in the faculty of education have about respiration.
Such students will, of course, on completing their degree, as teachers go on to teach
children about respiration and photosynthesis. The accuracy of their knowledge and
understanding about these basic processes will fundamentally affect their teaching and
so the learning of their pupils.
Methods
We gave the Slovene and Czech students the same questionnaire in their respective languages which included 6 open-ended questions about respiration. We obtained
answers from 130 Slovene students and 85 students from the Czech Republic, with
each student answering individually. They were not time limited. The responses to each
question were divided into two or more categories, and are represented by graphs. The
questions were:
1.
2.
3.
4.
What is respiration?
Do plants also respire?
Do animals and plants respire in the same way?
Why do organisms respire?
246
5. What are they respiring? What do they need for respiration?
6. When do plants respire?
Results
Graph 1: What is respiration?
For the first question “What is respiration? “We got the answers we expected
(graph 1). The answers were very general. 41 % Slovene and 60 % of Czech students
answered that respiration is the exchange of gases, the second most common answer
was that respiration is important for breathing (44 % Slovene and 15 % Czech students).
10 % of Czech and none of the Slovene students mentioned that this is the process where
blood cells are provided with oxygen.
On the second question “Do plants also respire?” practically all the students answered ‘yes’. Only one Czech student answered that plants are not respiring
Most of the students (Slovene 97 % and Czech 98 %) answered that plants and
animals are not respiring in the same way.
247
Graph 2: Why do organisms respire?
In response to the question ‘Why do organisms respire?’ 45 % Slovene and 33
% Czech students answered ‘to survive.’ 31 % of Czech students think that organisms
respire to obtain oxygen, while 20 % of Slovene students are of the same view. Energy
was mentioned by 15 % of Czech students and only 4 % of Slovene students. 15 % Slovene and only 4 % of Czech students think that organisms respire to obtain oxygen and
excrete different products from the body (graph 2).
248
Graph 3: What are organisms respiring?
The apparently simple questions: “What are organisms respiring? What do they
need for respiration?” in reality were not so easy to answer, with not even the half of the
students giving the correct answers. 43 % Slovene and 37 % Czech student mentioned
oxygen, but 11% of both groups of students answered that organisms are breathing carbon dioxide. Some students answered just air (20 % Slovene and 10 % Czech students),
while 16 % Slovene and 27 % Czech students mentioned breathing organs, for instance
lungs (graph 3).
Graph 4: When do plants respire?
249
Although students know that all living organisms need oxygen their answers
to the question “When do plants respire?” showed that they confuse the different processes of respiration and photosynthesis. Only 31 % Slovene and 23 % Czech students
answered that plants are always respiring, whereas 41 % of Czech and 7 % of Slovene
students think that plants respire only during the night. 26 % Slovene and 15 % Czech
students stated that plants respire during the process of photosynthesis or when sunlight
is present. One quarter of Slovene and 6 % of Czech students did not know the answer
(graph 4).
Discussion
Our investigation showed that when considering respiration students think about
inspiration and expiration (the exchange of gases) and not the process at cellular level
where respiration really occurs. Students were also unaware of the differences between
respiration and photosynthesis. Although they had learned about both processes in school they had not grasped the fundamental point that these are two opposite processes,
during which in photosynthesis energy is stored, and in respiration energy is realised. In
the process of cell respiration the energy stored in carbon containing molecules, especially glucose, is converted into the high-energy bonds of ATP, which is the only usable
energy source for many cellular activities. The conversion of energy into ATP at the cell
level is cell breathing or respiration, with the process occurring within cell mitochondria. The students had learned about cell components, including mitochondria and other
organelles, but they did not connect their knowledge of cell respiration with everyday
life and the importance of survival. So we used oxygen because of the energy which
keeps organisms alive, whether they are animals and plants.
One of the problems about understanding such a fundamental topic as why we
respire is that during their secondary school studies students have to learn many details
about cell structure and function but they do not see the important facts that are crucial
for understanding the living world. In response to the question “What do you think respiration is?” nobody mentioned cell respiration and the conversion of energy to ATP. It
is surprising that in reply to the question “Why do organisms respire?” 15 % Czech and
only 3% Slovene students mentioned energy although in upper secondary school they
had been taught that respiration is an oxidative process in which the oxygen is necessary
to convert the energy stored in carbon containing molecules into ATP. Moreover, when
they were asked about plant respiration they forget that the process is similar in plants
and animals and located in mitochondria. Instead students confused respiration in plants
with photosynthesis. Only 31 % of Slovene and 23 % of Czech students knows that
plants respire day and night and it is surprising that 41 % of Czech and 7 % Slovene still
think that plants respire only during the night.
It is further surprising that 11 % of the students answered that organism need
carbon dioxide for respiration. The answers to the question about whether plants and
animals respire in the same way showed that most of the students (Slovene 97 % and
Czech 98 %) were thinking about the process of inspiration and expiration, and not
about cell respiration. In every day life we do not think of a process at cellular level but
only about receiving oxygen and releasing carbon dioxide, with this exchange occurring
250
via the lungs in mammals and many other land vertebrates, through gills in fishes, and in
some animals through the skin while land plants receive air through stomata.
We can conclude then that both Slovene and Czech students have some significant misconceptions about respiration. The Czech students were more aware than the
Slovene students that respiration is connected with energy.. On the other side, more
Czech than Slovene students think that plant only respire during the night. The results
indicate that students do not bring sufficient knowledge about the process of respiration
from their upper secondary school experience to the university. As future primary school
teachers they must be aware of their misconceptions, and as their university educators
we must pay more attention to respiration and other fundamental topics to help our
students understand basic biological processes so that they will, in turn, provide correct
information to their pupils in school.
CO ZNAJÍ STUDENTI O DÝCHÁNÍ: SROVNÁNÍ
SLOVINSKÝCH A ČESKÝCH VYSOKOŠKOLÁKŮ
Abstrakt: Mnoho studentů, a dokonce i dospělých, má mylné představy o dýchání. Při odpovědích o vlastním vnímání pojmu dýchání se vyjadřují převážně tak,
že živočichové a rostliny dostávají kyslík do těla (plícemi, kůží nebo póry), a opomíjejí existenci procesů aerobního metabolizmu, který předpokládá kyslík potřebný
k uvolnění energie uložené v potravě. Také si často pletou pojem respirace v rostlinách
s fotosyntézou. Mnohé výzkumy prokázaly, že toto téma je velmi obtížné pochopit, a to
zejména pro děti na 2. stupni základní školy. V našem šetření jsme chtěli získat informace o představách na toto téma mezi studenty, kteří právě vstoupili na pedagogickou
fakultu a kteří mají v úmyslu stát se učiteli základních škol. Chtěli jsme analyzovat
rozsah případných mylných představ a výsledky případných rozdílů mezi odpověďmi
slovinských a českých studentů na stejné otázky. Výsledky anketních analýz ukazují významné chyby a nepochopení u studentů obou národností, nezbytnost zlepšit
výuku v přírodních vědách na pedagogických fakultách tak, aby vysoká škola zajistila
u budoucích učitelů základních škol správné pochopení těchto základních témat. Děti
by se měly správně učit i o dýchání.
Klíčová slova: dýchání, fotosyntéza, rostliny, živočichové, mylné představy
251
School and Health 21, 2010, Health Education: Contexts and Inspiration
SMOKING TOLERANCE AND ATTITUDES
TO ANTI-SMOKING POLICIES
AT SELECTED WORKPLACES
Ivona PAVELEKOVÁ, Viera PETERKOVÁ
Abstract: The aim of our research was, using an attitude questionnaire with
Likert scale of evaluation, to analyze the rate of respondents´ tolerance to smoking at
the workplaces, depending on age, gender, place of work, as well as their smoking habits. The research sample consisted of 160 respondents, the teaching staff of a secondary school –The Gymnázium of J.Hollý in Trnava and The Primary School of Kornel
Mahr and the employees of a private company Orange, Inc.residing in Bratislava.
On the basis of our results can be stated that men are more tolerant to smoking at the
workplaces and their attitude to anti-smoking policies is rather negative.The highest
% of smokers have been seen in the age group of 21 to 30 years and the proportion
of smokers in the school facilities was not significantly different from their share in
a private company, but in a private company a large number of respondents deprived
of this bad habit.
Keywords: smoking, attitude, anti-smoking policies
Theoretical bases
Our society has been remarkably changing recently, this process of transformation has brought a lot of positive as well as negative features ,one of these is growth of smoking. Rising tendency can be noticed not only with adult smokers, but also
with lower-age categories. Adult population do not realize their negative influence on
children and teenagers. Those teenagers who are dependent on the influence of their
environment, gangs, mass-media, family, who are followed by an amount of problems
and stressful situations. It is the time when young people mature, learn how to live
and can not cope with their lives, and in spite of their upbringing in a good family or
an institution , they reach for a drug-a cigarette. On the contrary a lot of adult people
start smoking in their late ages. Advertisements of tobacco firms, sponsoring attractive
sports competitions , automobile races and related life style of freedom and adventure,
encourage them. These are the reasons of some problems at workplaces, where smokers
and their bad habits limit non-smokers.
253
Damaging effects of smoking are not unknown, its negative results are described on every cigarette package. And these negative effects influence not only smokers
themselves, but also non-smokers who when amongst active smokers become passive
smokers. Many studies support harmful effects of also passive smoking on health of
people, on the presence of both cardiovascular or cancer deseases(e .g. Kademani et al.,
2008, Karim-Kos et al., 2008, Foschi, 2008, Takasaki et al., 2008 etc.)
The subject of our research was to detect and analyze the factors that play a role
when buliding up an attitude to smoking and anti-smoking policies at workplaces.
Hypotheses
We tried to verify a number of hypotheses using a questionaire.
Hypothesis H1
We presume that men will have more positive attitude to smoking and will be
more tolerant in anti-smoking policies than women. Our presumption came from a Japanese study, which showed that up to 57 % men, but only 16.6 % women are active
smokers and living in a town has a negative influence on men smoking as contrasted
to women.(Fukuda et al.,2005) and from a study Tsai et al.,2008, in which they found
out that Taiwan men smoke out more cigarettes per day than women. We conclude that
tendency of women not to smoke or smoke less can positively influence more positive
attitudes to anti-smoking policies.
Hypothesis H2
Considering a working climite in a private company being more stressful, and
smoking at schools being prohibited we presume there will be more smokers in a company than at schools, where smoking should be unacceptable, having bad educational
influence on students and also attitude to smoking in a company will be more tolerant
than at schools.
Hypothesis H3
According to the above mentioned studies ,which located differences in tolerance to smoking regarding age in favour of younger women, we presume that age will
influence the attitude to smoking and anti-smoking policies.
Hypothesis H4
We presume that smoking of parents influences the attitude of respondents to
smoking and anti-smoking policies.
Research sample
We executed the presented research at two different school workplaces, at a secondary school – The Gymnasium of J.Holly in Trnava and at The Primary School of
Kornel Mahr and at a private company Orange, Inc.residing in Bratislava. We also pre-
254
sumed that the results could be influenced by specific conditions of a town.
160 respondents altogether,39 men and 121 women aged from 21-54 of it, participated on the research.
Selection of research sample was carried out by means of an available choice.
Research methods
The research was being executed from January-March 2007. We chose a questionaire research method. We acquired our questionaire by modification of the questionaire
in the work of Khanga and Choa, 2006. The questionaire consisted of 22 statements,
positive and negative ones in an equal ratio. Individual statements were divided into
2 areas (Table 1) according to a factorial analysis with Varimix rotation, 7 statements
in Area 1 and 8 statements in Area 2, while the areas as well as positive and negative
statements were mixed. The other statements did not show adequate relation to the previous two dimensions or represented independent dimensions. These were not possible
to interpret (each dimension must have at least 3 statements), that is why they were
eliminated from the analysis.
Each statement was scored from an absolute disagreement (1) to an absolute
agreement (5) in the so called Likert scale. Negatively formulated statements were scored in the reversed order to keep positive scoring of statements.
Table 1 Monitored areas
Area 1
Attitude to smoking (statements 2, 8, 9, 14, 17, 19, 21)
Area 2
Anti-smoking policies (statements 1, 3, 5, 6, 7, 13, 18, 20)
We verified reliability of the created questionaire by help of reliability index
calculated by Cronbach alfa,the value of Cronbach alfa for dimension attitude to smoking was 0.87 and for dimension attitude to anti-smoking policies 0.84. Total questionaire reliability was 0.89, which exceeded the critical value of 0.7, meaning the questionaire can be considered highly reliable and can be recommended in other researches of
a similar character.
Research organisation and process
Altogether 200 questionaires were distributed, in which we were examining our
respondents´ attitudes to smoking and anti-smoking policies. The return was 80% of
questionaires so we evaluated 160 completed questionaires.
Numeric values (1-5) were assigned based on the the degree of agreement, resp.
disagreement with the given statements .They gave a cumulative score of a subject.
Numeric value order reversed (5-1) with negative statements, positive attitude always
had a highest value.
The sums of individual points of various areas were examined using a multi-factorial variable analysis as far as the respondents´ influence of age, workplace, gender,
smoking as well as smoking of their parents and their attitude to smoking and anti-smo255
king policies. We evaluated the research being carried out by a scale questionaire with
the help of a special software-statistic programme Statistica. As a basis for statistical
evaluation of the questionnaire we needed the manual pointing of responses from all
160 questionnaires.
Results and discussion
Computer-processed research results were put into the Table with statistic test
values (Tables 2-4) and graphs (Graph 1-5) for the both monitored areas.
Table 2 Influence of individual factors on attitude to smoking anti-smoking policies
Factor
Test
Value
F
p
Workplace
Wilks
0,988945
0,83282
0,436834
Age
Wilks
0,996339
0,27377
0,760888
Gender
Wilks
0,92252
6,25705
0,002459*
Smoking
Wilks
0,706038
14,16293
0,000000**
Gender*Smoking
Wilks
0,998214
0,06664
0,991825
Table 3 Influence of individual factors on attitudes to smoking
Factor
SS
MS
F
p
Workplace
9,212
9,2116
0,71071
0,40055
Age
6,92
6,9198
0,53389
0,466114
Gender
72,101
72,1015
5,56292
0,019634*
Smoking
455,933
227,9664
17,58853
0,000000**
2,035
1,0174
0,07849
0,924546
Gender*Smoking
Table 4 Influence of individual factors on attitudes to anti-smoking policies
SS
MS
F
p
Workplace
2,502
2,5021
0,10917
0,741548
Age
2,154
2,1536
0,09397
0,759614
Gender
16,331
16,3306
0,71255
0,399941
Smoking
1319,62
659,8099
28,78955
0,000000**
3,184
1,5921
0,06947
0,93292
Gender*Smoking
H1 We presume men will have more positive attitude to smoking and will be more
tolerant to anti-smoking policies than women.
Considering Graph 1 and the level of significance of gender influence on the
monitored attitude areas as well as an overall attitude listed in Tables 2-4 it can be
256
concluded that gender has an influence on attitude to smoking (p=0.002459) so our presumption H1 was confirmed. Evaluating individual areas we detected remarkably more
negative relation of men to smoking (part 1-p= 0.019634), but this detection can be
caused by a lower sample of men in the sample of respondents, for the results of foreign
researches state that women smoke less cigarettes per day and start smoking in a later
age, though they are more subject to socio-economic as well as cultural conditions of
their environment (Khang, Cho, 2006, Tsai et al., 2008, An et al., 2008, Khang et al.,
2008, Cho et al., 2008). In the second part ,in which we were looking on attitude to antismoking politics at the workplaces, we did not detect any statistically important gender
influence on given attitude (p=0.399941) although on Graph 1 we can see little more
positive attitude of women in this area. It follows that women reject smoking as such,
but do not condemn and tolerate others smoking more than men.
34
32
30
28
26
24
22
20
18
m
w
Gender
Area1
Area2
Graph 1: Gender influence on attitude to smoking anti-smoking policies
Area1 Attitude to smoking
Area 2 Attitude to anti-smoking policies
H2 Considering a working climite in a private company being more stressful and smoking
at schools being prohibited we presume there will be more smokers in a company than
at schools, where smoking should be unacceptable, having bad educational influence
on students and also attitude to smoking in a company will be more tolerant than at
schools. Evaluating this hypothesis, we assessed the number of respondents- smokers
257
at the workplaces but also the overall proportion of respondents who smoke, do not
smoke, respectively, quit smoking. We summarized the results in Table 5.
Table 5 : Smoking of respondents according to the workplace
áno v %
nie v %
prestali v %
School employees
28,8
63,8
7,5
Orange employees
33,8
46,3
12,5
Alltogether
31,2
58,8
10,0
We found out that 31.2 % of the respondents smoke currently and 58.8 % of
respondents are non-smokers. We were monitoring the proportion of respondents who
smoked in the past, but currently do not smoke. Our research has shown that 10 % of
respondents quit smoking, but no men. At schools where young people are educated and
teachers should be an example for their students, we have seen up to 28.8 % of active
smokers which surprised us. We also wanted to find out whether the respondents‘ own
smoking affects their attitude to smoking of others and anti-smoking policies at the
workplace. Therefore the influence of subject´s own smoking on the monitored attitudes
was subjected to the analysis. On the basis of Tables 2–4 and Graph 2 can be stated that
the smoking of respondents statistically highly significantly influences their attitude to
smoking, as well as to anti-smoking policies (p = 0.0000).
38
36
34
32
30
28
26
24
22
20
18
16
14
yes
stoped
Smoking
no
Area1
Area2
Graph 2: Influence of smoking of respondents on their attitude to smoking
anti-smoking policies
258
Area1 Attitude to smoking
Area 2 Attitude to anti-smoking policies
We found that respondents-smokers statistically significantly more tolerate
others smoking and have negative attitudes to all restrictions and limitations in this area,
which of course is not so surprising. There is a positive finding though, respondents who
quit smoking were the least tolerant towards smoking as such, as well as concessions to
smoking at the workplace, to smoking of medical personnel and so on. Thus their own
smoking significantly affects the attitude in this area. The rate of the workplace influence to this approach is shown in Tables 2 through 4 and Graph 3.
34
32
30
28
26
24
22
20
18
G - JH
Orange
Workplace
PS KM
Area1
Area2
Graph 3: Workplace influence on attitude to smoking anti-smoking policies
Area1 Attitude to smoking
Area 2 Attitude to anti-smoking policies
Considering the level of significance and Graph 3 we can conclude that the workplace has no impact on whether respondents smoke or do not smoke.Not even in one
area we found a statistically significant difference between workplaces i.e. hypothesis.
2 was not confirmed.
However, finding the influence of smoking as such on the respondents we can
point out how important it is to prevent the occurrence of addiction to smoking. We
consider smoking of school employees very inappropriate, because smokers and their
259
tolerance of smoking may facilitate the development of this negative habit. One of the
factors which influences smoking of respondents is their education (Cho et al., 2008).
We are confound that school employees with higher education do not want to admit the
harmfulness of this habit.
H3 Given the above mentioned studies that found differences in the tolerance of
smoking in terms of age, in favor of younger women, we assume that age will affect the
attitude towards smoking and anti-smoking policies.
Based on the results listed in Tables 2 through 4, Table 6 and Graph 4 can be
concluded that age did not have statistically significant influence on the attitude toward
smoking and anti-smoking policies (p = 0.7608), i.e. the H3 hypothesis was not confirmed. In contrast, we found the highest proportion of smokers in the age category of 21 to
30 years. Studies form Japan (Fukuda et al., 2005) and South Korea (Khang, Cho, 2006)
show that in these countries the proportion of smokers in the younger age categories
does not increase, and smoking mainly of women is particularly influenced by socioeconomic conditions and also marriage.
We can conclude the retrograde trend of smoking in these areas, which would be
needed also in our country.
Table 6 : Ratio of smokers in the monitored age categories
Age
Smoke in %
21 – 30
31 – 40
41 – 50
51 – 54
38
30
24
8
60
55
50
45
40
35
30
25
20
15
10
5
0
-5
20
23
26
29
32
35
38
41
Age
44
47
50
53
57
60
Area1
Area2
Graph 4 : Age influence on the attitude to smoking and anti-smoking policies
260
Area1 Attitude to smoking
Area 2 Attitude to anti-smoking policies
Conclusion
In the presented research we were examining the influence of various factors on
subject´s attitudes towards smoking and anti-smoking policies at the workplace. We
intended to determine which one out of the monitored factors will influence people´s
attitude to smoking and anti-smoking policies. We were mainly interested in school
employees, we were monitoring basic school teachers as well as secondary school teachers, whether their approach to this harmful habit will be more negative and whether
they approve of smoking restrictions on public places, among teachers, doctors, etc. We
determined there is still remarkable ratio of smokers at schools, smoking is constantly
favoured in lower age categories and men´s attitude to smoking is more negative. However smokers, or women-smokers tolerate smoking and refuse anti-smoking policies.
There is a positive cognition though, people who quit smoking have even more negative
attitude to smoking than non-smokers, so their tolerance to smoking statistically significantly falls.
TOLERANCIA FAJČENIA A POSTOJ K PROTIFAČIARSKEJ
POLITIKE NA VYBRANÝCH PRACOVISKÁCH
Abstrakt: Cieľom našej práce bolo pomocou postojového dotazníka s Likertovou škálou hodnotenia analyzovať mieru tolerancie respondentov k fajčeniu na pracovisku v závislosti od veku, pohlavia, pracoviska, ako aj ich fajčiarskych návykov. Výskumnú vzorku tvorilo 160 respondentov, pedagogickí pracovníci Gymnázia Jána Holého
v Trnave a Základnej školy Kornela Mahra v Trnave a pracovníci akciovej spoločnosti
Orange, a. s. Bratislava. Na základe zistených výsledkov môžeme skonštatovať, že muži
sú tolerantnejší k fajčeniu na pracovisku a ich postoj k protifajčiarskej politike je skôr
negatívny. Najvyššie % fajčiarov sme zaznamenali vo vekovej kategórii 21–30 rokov
a podiel fajčiarov v školských zariadeniach nebol preukazne odlišný od ich podielu
v súkromnej spoločnosti, avšak v súkromnej spoločnosti sa tohto návyku zbavilo väčšie
množstvo respondentov.
Kľúčové slová: fajčenie, postoj, protifajčiarska politika
261
School and Health 21, 2010, Health Education: Contexts and Inspiration
BLOOD DONATION IN ADOLESCENTS
J. MAČALOVÁ, Tamara KIMÁKOVÁ
Abstract: Today, the full rush, and increasing the quantity of life-threatening
injuries. And then starts decline precious word, blood. Medicine, of course, knows many
other emergencies, when human blood is needed. Despite the fact that we live in the
third millennium, yet failed to produce replacement blood. May donate blood every
healthy man aged 18 who is willing to donate to help a patient who is unable to help
himself. Either the donor blood given to save or prolong the life of a sick or a patient will
remain without assistance. It is necessary to give the young man enough information
on the donation of blood, its contribution to others. Information: donate and save lives
“and” donate at least 1x a year, and transfused to the station and bring at least 1 friend,
“one of the most important.
Why donate:
1. Overcomes himself.
2. Find out your health status.
3. Blood donation is a “training” the body for emergency situations associated
with major blood loss.
4. Donation contributes to the overall regeneration of the organism, it has a stimulating effect, says the so-called. juvenescence.
One of the 19 annual student responses to the questionnaire, the question of
why donate read: “We live in a fast time and any fraction of a second do I need it and
myself.”
Keywords: blood donor, adolescent
Introduction
The present time is hasty, full of rush. This often brings about unexpected situations to which man is not prepared. An injury or a disease sometimes hit man like a flash
of lightning from a clear sky. The number of life-threatening injuries shows an increasing trend recently. And so the notion of precious blood gets into a focus of attention.
Human health and lives depend on sufficient blood stock.
263
Human Blood
Blood – the rare fluid circulating in our blood vessels – is a symbol of life. Human
organism cannot exist without it. From the chemical point of view it is a suspension,
from the morphological point of view a mesenchyme tissue and from the physiological
point of view a heterogeneous liquid. The most important thing is that our existence
depends on our blood and its quality affects human health and may even cause death
(Sviteková, 2009).
Blood with all its components is too complex and perfect fluid. Healthy man
remains its exclusive and irreplaceable donor.
Annually around 500 thousand women in the world die during pregnancy and
delivery and up to a fourth of them could be saved by blood transfusion. Bleeding is the
second most frequent cause of death after traffic accidents. In our region people are used
to believing that they will get blood whenever they need it, but not everywhere in the
world this can be taken for granted.
Even though around 80 million blood units are made in the world annually, blood
is still inaccessible for many people in need. Whether because the countries they live in
have created insufficient blood reserves (the so called blood banks), or simply because
a suitable blood type is not readily available. In up to 70 countries of the world there is
no official blood donation programme. Blood also helps save lives of patients suffering
from long-term illnesses or patients after injury and excessive blood loss. This would be
impossible without cooperation of permanent and voluntary blood donors. These people
donate blood regularly without a claim for compensation and also on request when urgently needed (Rosochová, 2009).
History of Blood Transfusion
The miraculous human blood, its nice red colour, its ability to help the sick and
sometimes also its rejuvenating effects were already noticed by the mankind in the ancient past. People noticed that blood running away from the body of an injured animal or
human seriously threatened their lives. They believed in the supernatural power of blood
and that is why the Romans drank blood of their gladiators. Even in the territory of the
present Slovakia, as the legend has it, the famous Lady of Čachtice bathed in the blood
of young virgins in late 16th and early 17th centuries (Nedvěd, 2009).
Karl Landsteiner (14 June 1868 Baden by Wien – 26 June 1943 New York) –
a doctor-Nobel Prize holder for medicine and physiology (1930) – was an Austrian immunologist who focused his career on research into immunological reactions of blood
and monitoring if its agglutination properties. In 1990 he discovered the agglutination
effect of blood serum on erythrocytes, on the basis of which he divided erythrocytes to
three groups, A, B and c. Later he contributed to the discovery of the Rh factor.
In his honour the world celebrates the annual Global Day of Blood Donors,
a worldwide event connected with the date of his birth (14 June).
The celebrations of the Global Day of Blood Donors are connected with various cultural events, sporting events, public discussions, quizzes and debates around
the world. The importance of this day also lies in the facts that at the same time the
264
same ideas are promoted in all parts of the world and the whole world follows the
same objective – expression of thanks to the active voluntary blood donors who provide
a priceless service to the human society, and encouraging of other people to join them.
All this is done for us to be able to be sure that at the moment we will need blood there
will be a sufficient stock of it and the blood will be available. The celebrations of the
Global Day of Blood Donors also include events promoting healthy lifestyle, which is
crucial for active blood donors (Global Day of Blood Donors, 2010).
The first scholar correctly classifying blood into the four basic categories was the
Czech psychiatrist Jan Jánsky. In 1907 he published his results of research into blood
properties in psychiatric patients, marking blood categories with Roman figures I, II, III,
IV. Independently of Jánský the four blood categories were also described in 1910 by
the American William Lorenzo Moss. About thirty years later the blood categories were
marked A, B, AB and 0. At that period the direct blood donations were still carried out,
i.e. the artery of the donor was directly connected to the artery of the recipient. Full progress was only reached by blood transfusion after year 1940 – the year of discovery of
the Rh factor, blood conservation and stabilisation for storage purposes (Classification
of Blood Donors, 2010).
Blood Donations
Blood donations by voluntary blood donors are carried out at the sites of the National Transfusion Service of the Slovak Republic, at Haematological and Transfusion
Departments and Mobile Donation Points. One donation results in 450 ml of blood. Blood cell separators allow for separation of the individual blood components needed by
the particular patient: platelets, erythrocytes and plasma. The shelf life of the individual
components is different: erythrocytes can be stored for up to 42 days at the temperature
of 2 – 6 °C, platelets – thrombocytes for five days in the thrombo-agitator at the temperature of up to 25 °C and freshly frozen plasma may be stored for three years in freezers
with the temperature of – 30 °C.
Blood category frequency in our population:
A Rh pos: 36.7 %
A Rh neg: 6.3 %
O Rh pos: 27.2 %
O Rh neg: 4.8 %
B Rh pos: 15.3 %
B Rh neg: 2.7 %
AB Rh pos: 6.8 %
AB Rh neg: 1.2 %
Blood transfusion does not equal other surgical procedures. It cannot be separated from the voluntary act of blood donation by the donor. The healthcare professional
is a mediator of self-donation by the donor. The purpose is the life and health of another
person – the patient.
Blood donation is not a temporary one-off action, but a permanent need of these
deeds. Blood therapy and life rescue by blood are taken for granted today. But blood
donation does not go without saying like that, even though people know that without
the help of blood donors there would be no transfusions, surgeries, rescue of bleeding,
burnt or other patients.
265
Why do people consider less obvious to donate blood when their fellow humans need it than to take it? The former is much easier than the latter. The attitude of
people to this social need is often indifferent, whether because they are not urged b
this problem or because they rely on others. However, the fail to realize that the word
others actually means all and that blood donation should be considered moral and
human duty. Human health and lives depend on blood stock sufficiency. A sufficient
number of blood donors indicates human awareness, advanced culture and moral standards of the society. The need for blood cannot be satisfied by a group of unyielding
donors – on the contrary, every healthy individual should repeatedly donate his or her
blood when needed, also for those whose health state does not allow them to do so as
well (Sakalová, 1995).
People must come to understand that blood donation is an issue of deep human
responsibility, an expression of relationship to other people and realisation of the fact
that the boundary between a blood donor and a blood recipient is often a mere question
of time and luck.
Blood Donations in Slovakia
Historic origin of blood donations and transfusions must be sought at surgical
departments as originally blood transfusions were part of surgeries and therefore the
domain of surgeons. Before 1937 blood was mainly donated by family members of
the patients in need and individuals living on the financial remuneration for the donations. Despite the financial remuneration for blood donation there were not many
voluntary donors. That is why the healthcare professionals began to organize groups
of core blood donors. The groups consisted of volunteers, honest citizens from the
nearest surroundings of the hospital, who were able to turn up for an act of blood donation very quickly. A turning point came after 1947, when the Blood Donor Centre
was established, and another in 1948 by establishment of the National Transfusion
Service, pioneered by MUDr. Mikuláš Hrubiško, the founder of haematology and
transfusiology in Slovakia. After 1950 the transfusion service saw rapid progress
and the blood donors were perfectly organised by the Czechoslovak Red Cross. On
that basis the Slovak National Transfusion Service and the Slovak Red Cross have
cooperated since.
In Slovakia blood donation is voluntary and free. The European Council has
recommended and introduced principles of self-sufficiency based on voluntary free
blood donation.
„Blood donation is considered voluntary and free if the donor donates blood
plasma or cells on the basis of his or her free will and without a claim for any remuneration in the form of a monetary contribution or in another form that might be considered equivalent to money, which may include for example working time off longer
than the time needed for the blood taking and transport to the site. Small souvenirs,
refreshments and travel cost compensations are compatible with voluntary free blood
donation” (Annex, 2003).
In Slovakia voluntary blood donations without a claim for remuneration are
awarded by the Slovak Red Cross Slovenským červeným krížom.
266
Criteria for Awards of Professor MUDr. J. Janský Placard
Janský Bronze Placard – 10 free blood donations
Janský Silver Placard – 20 free blood donations
Janský Gold Placard – 30 free blood donations (females), or 40 free blood donations
(males)
Janský Diamond Placard – 60 free blood donations (females), or 80 free blood donations
(males)
Kňazovického Medal – 80 free blood donations (females), or 100 free blood donations
Doc. MUDr. Vladimír Krišl, CSc. Memorial Placard – for blood donation promotion
(Classification o Blood Donors, 2010).
A blood donor may be:
A person without history of infectious hepatitis of types B,C, and not HIV carrier,
A person without history of syphilis, sexual partnership with people suffering
from these diseases and contact with people with these diseases in the course
of the past year,
A person without any surgery, tattoo, acupuncture therapy, ear piercing or other
body part piercing, blood transfusion, plasma transfusions, endoscopic examination in the past year,
A person not treated with pituitary hormones and without family history of this
disease,
A person not characterised as a person with risk behaviour,
A person who is not and was never a drug addict or alcohol abuser,
A person not regularly taking long-term pharmaceutical therapy (Procedures
and Rules of Blood Donation, 2010).
Blood should never be donated any more by a person who:
Takes or used to take narcotics through intravenous or intramuscular application
Has provided or taken paid sexual services
Is a homosexual
Has led promiscuous life with frequent changes of sexual partners
Has used anabolic steroids not prescribed by a doctor
Has taken anticoagulants
(Before you Donate Blood, 2010)
Reasons for blood donation:
1. To outperform.
2. To find own health state.
3. To contribute to overall regeneration of the organism, to stimulate the body to
regenerate and rejuvenate.
267
Medicine knows a lot of urgent cases of need for human blood. Even though
we live in the third millennium the mankind has not yet managed to produce any blood
substitute.
Blood may be donated by any healthy individual willing to help a patient who
cannot help himself or herself. Either the blood donor donates his or her blood and rescues or extends the patient ´s life or the patient will be left without help.
It is necessary to provide young people enough information about blood donation, its contribution to other people. Information “Donate blood and you will rescue
a life” and also “Donate blood at least once a year and bring at least one friend to the
transfusion station” belong to the vital ones.
Education of blood donors mainly involves cooperation with schools and other
educational institutions from nurseries to universities. At the nursery, through the project A Drop of Blood, the children get acquainted with the importance of their health and
the value of the life-fluid – the blood. At primary and secondary schools the pupils and
students obtain necessary information about blood and the importance of blood donation
through various workshops. This provides priceless outlook to the young people before
they reach the age of 18 and can begin their careers of blood donors. The educational
activities are organised by Club 25, preparing educational and motivation programmes
for future blood donors (Annual Report, 2008).
The Slovak Red Cross creates space and suitable conditions for voluntary work
of children and youth from 5 to 25 years of age (Annual Report, 2009).
Conclusion
The human society must take care of blood donation not only by acquisitions of
new active blood donors but also by its respect for them and their social reward.
Modern transfusiology is governed by the principle of giving every patient just
the blood component he or she is missing. That is why the blood collected from the donors is further processed for its separation to erythrocytes, thrombocytes and the plasma.
The staffs of the transfusion departments take care of the collected blood as a gift. The
blood taken, its components and the products made from it are considered a gift donated
by the donor and entrusted to the transfusion site for taking care of until the moment of
its use (Code of Conduct, 1997).
Blood donation is justified from the ethical point of view by the principle of solidarity and love, as a highly human and morally valuable deed – man donates his or her
blood to rescue life or health of another person. For these purposes voluntary free donations of blood and plasma should be promoted. It is necessary to extend information to
the general public about the medical need and the high moral value of blood donation.
An important role in this process is also performed by education about blood donation
at secondary schools and universities.
268
DARCOVSTVO KRVI U ADOLESCENTOV
Abstrakt: V dnešnej dobe, plnej zhonu, narastá i množstvo život ohrozujúcich
úrazov. A vtedy sa začína skloňovať vzácne slovo, krv. Medicína, samozrejme, pozná
mnoho ďalších urgentných prípadov, kedy je ľudská krv potrebná. Napriek tomu, že
žijeme v treťom tisícročí, doteraz sa nepodarilo vyrobiť náhradu krvi.
Krv môže darovať každý zdravý človek vo veku od 18 rokov, ktorý je ochotný
pomôcť svojim darovaním pacientovi, ktorý si sám pomôcť nedokáže. Buď darca krv
daruje a zachráni či predĺži chorému život, alebo pacient ostane bez pomoci.
Je potrebné poskytnúť mladému človeku dostatok informácii o darcovstve
krvi, jeho prínose pre ostatných. Informácia: „Daruj krv a zachrániš život“ a tiež:
„Daruj krv aspoň 1x ročne a na transfúznu stanicu priveď aspoň 1 kamaráta“,
patria k tým najdôležitejším.
Prečo darovať krv:
1. Prekonám sám seba.
2. Zistím si svoj zdravotný stav.
3. Darcovstvo krvi je „tréningom“ organizmu na mimoriadne situácie, spojené
s veľkou stratou krvi.
4. Darovanie krvi prispieva k celkovej regenerácii organizmu, má neho stimulujúci účinok, hovorí sa o tzv. omladnutí.
Jedna z odpovedí 19 ročného študenta v dotazníku, na otázku, prečo darovať
krv znela: „Žijeme v rýchlej dobe a v hociktorý zlomok sekundy ju môžem potrebovať i ja sám“.
Kľúčové slová: Darca krvi, adolescent
269
School and Health 21, 2010, Health Education: Contexts and Inspiration
THE INFLUENCE OF PSYCHOLOGICAL AND
SOCIAL ASPECTS ON THE EATING HABITS
OF PRIMARY SCHOOL CHILDREN
Jana VESELÁ, Šárka GREBEŇOVÁ
Abstract: The article is focused on rarely mentioned psychological and social
aspects, that along with physiological aspects influence children‘s and teenageres‘ eating habits. The article deals mainly with the influence of family and social environment
on the feeding behavior and its evolution. Attention is also paid on the formation of
preferences, attitudes, and aversions to food. The contribution introduces the issue of
school meals and the impact of media and advertising on primary schoolchildren‘s attitudes to food and eating habits.
Keywords: feeding behavior, psychological aspects, social aspects, diet, eating
habits, personality, society, environment, preferences, aversions, family, school canteen,
food,
1. Introduction
Food is an integral part of human life. Today‘s hectic lifestyle, however, reflects negatively on access to food and our eating habbits. Time for family lunch or
dinner is becoming shorter. It leads to the lack of opportunities when parents can
influence their children‘s eating habits. Lack of educational influence on children‘s
nutrition may lead to the formation of irregular eating habits and attitudes towards
food.
Food and eating were considered only as a subject of exploring science until
the middle of the last century. Professional community focused mainly on physiology of nutrition and diet as a source of energy for our body. This concept usually
persists even today. Above all, a healthy diet is a hot topic for today‘s society that is
obsessed by cult of attractive and desirable body.
Physiological aspects of food are closely linked to psychological and social
aspects. Recently, psychological and social aspects of food are often ignored. Unlike
the physiology of nutrition, this area is very little mapped out, although we could
provide answers to many questions.
271
2. Feeding behavior and its evolution
The issue of eating behavior is of interest to both natural and social sciences.
Knowledge of food behavior and mechanisms of control of food intake and utilization
are very useful in further exploring of the human body and its interaction with environment. Especially for the understanding and explanation of some diseases, such as eating
disorder, knowledge of food behavior plays a key role.
Fraňková and Dvořáková (2003) describe the feeding behavior as a complex of
activities which serve to uncover food sources, to identify food and deciding whether
the food will be accepted or rejected, then to get food and its preparation for consumption, and finally food consumption and metabolic conversion of nutrients.
Feeding behavior, as well as other types of human behavior is motivated, focused primarily on meeting the needs. If there is no disruption during the eating behavior,
eating behavior goes regularly in certain cycles.
Every baby comes into the world equipped with mechanisms that enable it to
obtain food. Any mammal, including a man, is born equipped with a set of reflexes a move that will bring him the food.
Shortly after giving birth, newborn baby begins to carry out reflex movements of
the head to the left and right and searches for mother‘s breast nipple. This form of behavior is innate and occurs only in first days of life. Then these instinctive movements
are replaced by oriented head movements toward the breast.1
Food intake in the newborn baby begins with sucking, based on the sucking reflex. There is evidence that such movements occur during intrauterine life. Fetus even
suck its hands during the last weeks of pregnancy. It is a sort of training movements that
help a child to survive in the new living conditions.
Breastfeeding is not only a physiological activity to feed a child. Breastfeeding is
also accompanied with very strong feelings, that help a child to gain experience with the
outside world and begins to communicate with others. Through the senses, baby gets
a lot of information: perception of breast milk taste, hear mother‘s heart beat, take gentle
touches. Visual stimuli are also very important. While breastfeeding, baby observes mother‘s movements very closely, instills her physical appearance, the smell of her body
etc. All this creates a feeling of security. Pleasant feelings associated with nutrition are
the source and basis of emotion.
It might seem that in the first weeks and months of life the child is just a passive
recipient, but it is not the truth. Soon after the birth, a child communicates with its surroundings and is starting to show its individuality. There can be recorded just for
feeding. Some children should be forced to drink, often ceases to suck and monitors
around, another child obediently sucks or shouting demands for more frequent breastfeeding.
Breast milk gradually ceases to be enough for a child and it is necessary to
start with additional baby food to meet child‘s need adequately. Child used to suck the
sweet breast milk suddenly receives food that is salty, has a different color, different
smells. Child‘s position during feeding ganges too. Child is no longer held in mother‘s
1 FRAŇKOVÁ, Slávka; DVOŘÁKOVÁ-JANŮ, Věra. Psychologie výživy a sociální aspekty jídla. 1.vyd.
Praha: KAROLINUM, 2003. 255 s. ISBN 80-246-0548-1
272
arms, but gradually learn to sit and eat in an upright position. It has to learn to chew and
swallow soft foods. Also child‘s digestive tract has to adapt to these changes. Addition
of new kind of food into the infant diet is associated with the advent of many new initiatives that affect the child‘s senses. At the same time there is also a rapid development
of a child‘s brain. It has to sort new sensations, process information and store them in
memory in such a way that they can later be used at any time for comparison with recent
experience.
Another task of this period of child development is to manage the timing of food
intake. Feeding frequency was gradually reduced to just a few doses. Portion size and
meal times when food is served is dependent on the family traditions and cultural backround in which children grow up.
It is very important when we start with expanding the child‘s diet inclusion of
meals, that are not appropriate for a given age, as well as delay to the introduction of
new foods into the child‘s diet may adversely affect the development of eating behavior
and child‘s attitudes to food.2
3. Psychological aspects of food
„Psychological motives include feelings and emotions, which force us to eat and
drink. They also include those that result from the very food and drink. The most important variations of feeligs are natural hunger and thirst, taste and depth, the delight and
disgust or loathing and disgust. The ability to experience and feel is unique and common
only for human species. The content of the association associated with certain food or
a situation that is reflected, however, is the result of individual experience. Individual
experiance is incommunicable.“3
PERSONALITY AND FOOD
Psychologists, psychiatrists and other professionals have tbeen trying to define
personality for more than hundred years. Drapela argues that all theories of personality
could be deployed on one axis, which connects the opposite views. On one side stood
the axis of the theorists of „I“ who consider personality as something that actually exists
and has a real effect on the surrounding world. On the other hand, there are behaviorists
who define personality as „merely a derivative of conduct, which is itself only directly
observable and measurable phenomenon.“ 4 Drapela defines personality as „a dynamic
source of behavior, identity and uniqueness of each person“.5 He defines the concept of
behavioral processes including thinking, emotion, decision making, physical activity,
social interaction, etc.
We could say that every man is a typical figure whose formation is caused by heredity and environment influences. Each personality has its own characteristics, which
is given by the combination of certain features. According to these features it is possible
to divide the different types of personalities.
2 FRAŇKOVÁ, Slávka; ODEHNAL, Jiří; PAŘÍZKOVÁ, Jana. Výživa a vývoj osobnosti dítěte. Praha: HZ
Editio, 2000. 198 s. ISBN 80-86009-32-7
3 DVOŘÁKOVÁ – JANŮ, Věra. Lidé a jídlo. 1.vyd. Praha: ISV nakladatelství, 1999. s. 1
4 DRAPELA, Viktor. Přehled teorií osobnosti. 3.vyd. Praha: Portál, 2001. s.14
5 DRAPELA, Viktor. Přehled teorií osobnosti. 3.vyd. Praha: Portál, 2001. s.14
273
Hippocratic theory is one of the oldest and still used typology of personality. This
theory devides people into four basic types of temperaments (sanguine, choleric, phlegmatic, melancholic), according to body fluids, which prompt it. Some authors dealing
with nutrition add a distinctive approach to food6 and eating to these types of classical
temperaments.
ATTITUDES TO FOOD. RITUALS.
Attitudes to food are shaped from an early age and are strongly influenced by
environmental pressures. Family plays the main role, as well as the child‘s individuality, which is given by temperament, conscious qualities, emotion and experience of the
child with food.7
The place of the food in our value rankings is given primarily due to cultural and
economic levels of society in which we live. We can learn about the relation of a particular culture to food and eating by studying of menus, method of eating and preparing
food technological processes.
Attitude towards food is important for some religions and philosophical systems.
For example, for the Taoists the food is part of spiritual practice. We have to take a balanced diet and follow the correct procedure for the preparation of meals in order to to
achieve understanding and harmony of body and spirit. According to Buddhists, it is necessary to prepare the food carefully and thoroughly as food borne power of Buddha.
In our predominantly Christian society we rarely meet with respect for certain
old habits referring to the sacred nature of food. For example during fasting before Easter or Christmas etc.
Throughout our life we get a series of rituals associated with preparing and eating meals. Rituals become a nomical part of our personalities and traditions are passed
down from generation to generation. For example, the ritual of tea drinking, use of bread
and salt to welcome guest, or prayer before meals.
Rituals are an essential part of holidays and important events of the year.
PREFERENCES AND AVERSIONS
According to Fraňková et al.,preferences and aversions are the basis of attitudes
to food. These two mechanisms help all living creatures to eat, to survive, but also to
avoid harmful substances that may harm or even kill. Part of these characteristics are
innate, part of them are created by individuals during their lives. The mechanism of
nutrient preference are described in Fraňková‘s and al. book.8
6 Eg. Faltus defines sanguine as a good host, having the enjoyment of gourmet food, complying with his
enthusiastic gourmand appetites. Choleric is stead fast in its activities and impulsive. He reflects passion
and fanaticism. In relation to eating often demonstrate their displeasure. Phlegmatic is very quiet, little
excitable. In relation to food, he usually does not matter the quality of food. If he could choose, he prefers
traditional kitchen and eat with pleasure. He spoils the taste considerations about food quality and its impact
on the physical line. Melancholy in his meditation often does not realize the feeling of hunger. If he decides
to eat food, he not perceive because he is too preoccupied with his worries and problems.
7 FRAŇKOVÁ, Slávka; DVOŘÁKOVÁ-JANŮ, Věra. Psychologie výživy a sociální aspekty jídla. 1.vyd.
Praha: KAROLINUM, 2003. 256 s. ISBN 80-246-0548-1
8 Fraňková and team (2003) describe the formation mechanism of nutritional preferences as follows:
Exposure to food. Repeated administration of a meal is possible for a child to grow its popularity. But this
does not happen always. Too frequent use of certain foods, can achieve the opposite effect. Preference will
be reduced or even disappear.
274
It was found that the man has high preference for sweet taste from his birth. Most
agree that the sweet taste preference is innate in mammals. Apparently it has something
to do with the fact that the sweet taste is typical of breast milk, but also for a range of
energy sources that are found for example in the roots of certain plants or fruit. The
preference for sweet compel the animal to seek sweet eatables.
Similarly, even aversion should protect individuals from ingesting substances
that could endanger him. Some aversions are innate too. These include a natural aversion to bitter taste.
Most aversion rise on the basis of unpleasant experiences associated with
food. Child could acquire resistance to meal, from which it vomited, or was forced to eat
during its attendance in kindergarten. This aversion can endure until adulthood. Strong
aversion to food can lead to serious eating disorders.
EMOTIONS AND FOOD
Emotions are psychological phenomenons. When talking about emotions, we
think of anger, joy, regret or sympathy. Despite the fact that we all understand content
of emotions, there is no uniform definition. In its broadest concept, as understood by M.
Nakonečný, emotions can be defined as „a complex phenomenon, which has its experiential, physiological and behavioral side. Close connection of emotion and physiology
of the organism, in particular with visceral changes and moves, expresses their original
biological effectiveness: emotions are experiences that meaningfully organize our behavior (eg. fear - flight), so it is possible to assign every emotion to a particular purpose,
such as to avoid danger, you feel fear, or in other words, fear and danger signals are simultaneously accompanied by physiological changes that enable escape movements„9
According to this definition it is clear that emotions are also linked to our digestion. Nutrition education, attitudes towards food, cooking and rating, these are all
inextricably linked with emotions. Food calms us. We rejoice a baby with food when it
fell and scraped its knee. Food could be a reward or a gift.
Most social events in our life are associated with food. In these situations, the
food is usually associated with positive emotions. It is quite normal that events such
as infant baptism, wedding or birthday celebration are associated with good meals and
drinks. But food also belongs to the less pleasant events in human life, e.g. a treat mourners after the funerál etc.
One turns to eat when he is happy to celebrate. When experiencing grief, search
for food, that helps forget negative emotions. Food keeps our digestive system working
and it does not allow us to think about what bothers us. Overeating is not the only way
to solve our problems. Some people are trying to solve their problems by refusing food
and denying hunger. In both cases there is a risk of severe psychosomatic problems.
Conscious control of food intake or, on the contrary, excessive consumption of
Pavlovov‘s conditioning.This type of conditioning is based on the concentration of food certain other
stimuli.Mainly stimuli acting on our senses, such as food color, aroma, general appearance of the plates
of food.
Social factors. Social factors are a powerful factor influencing the formation of preferences. Children are
very perceptive and pay attention to how and chat family members eat. They prefer such foods that know
from the family or peer group.
9 NAKONEČNÝ, Milan. Základy psychologie. Praha: ACADEMIA, 1998. s. 415
275
food may indicate an eating disorder such as anorexia or bulimia. In this case, it is necessary to seek psychological and social causes. Treatment of such psychosomatic illness is
lengthy and in some cases almost impossible.
4. Social aspects of food
There is little doubt that food occupies a solid and important point in mankind
history. A table is a kind of mirror of period in which we live, it is a a scale of civilizational maturity.
Food and eating are usually mentioned only in connection with the satisfaction of
physiological needs. In addition to the maintenance function, food performs an important social, cultural and communicative funciton.10
We forget that man is primarily a social creature, and therefore all its activities,
including food intake are influenced by human societies.
Effects of social environment on the feeding behavior, nutritional habits and customs of individuals can be classified into three categories:
1. influences of family,
2. social influences outside the family,
3. effects of the media and cultural environment. 11
FAMILY INFLUENCES
The family is regarded as a distinct social group whose main task is to ensure
the healthy development of the child‘s personality. Family as a social group is characterized by intense emotional relationships among its members. In relation to its
members, family shall perform the function of reproduction, socialization, educational and economic.
For a child, the family is the first social group, whose member it becomes.
A child gains its position in this group from birth automatically. The family represents
first model of social coexistence. Child‘s personality is gradually shaped by living in
family and its attitudes to the outside world are formated
The formation of the child‘s personality and its grow in the society is a part of
the process of socialization. During this lifelong process, the child learns a specific form
of human behavior, perception, thinking and accaptance of social norms applicable to
the society. This also includes habits and attitudes relating to food and eating. All adult
family members are involved into the process of educating and upbringing.
Education of parents, parenting style, family financial situation, and also the place where the family lives have significant impact on family lifestyle and nutritional
education of children
Relationship between family members play a key role in the issue of relations
between family life and nutrition. It regards relations between adult members of families
10 Communicative function of food is often mentioned mainly in connection with eating disorders. Refusing food or, conversely, increased consumption, could be the way how individual suffering from an
eating disorder communicates to those around, expresses something that can not or does not want to say
in words.
11 FRAŇKOVÁ, Slávka; DVOŘÁKOVÁ-JANŮ, Věra. Psychologie výživy a sociální aspekty jídla. 1.vyd.
Praha: KAROLINUM, 2003. 256 s. ISBN 80-246-0548-1
276
involved in child rearing and relationships between parents and children and ultimately, relationships between siblings.
Common dining with parents is an effective way how to reinforce children‘s
good attitudes to food. Even for older children it is important to eat with their parents
as frequently as possible. Common dinners at least on weekends should be obvious. Parents should instill that eating several times a day is perfectly normal, and that overeating and possession and special diets are inappropriate.
Wrong and unhealthy eating habits, like overeating or irregular meals or eating
alone, which many children do, can be very dangerous. This kind of habits can lead
to eating disorders. If parents have not overview of when, where and what their children
eat during the day, these disorders can be identified very late.12
SOCIAL INFLUENCES OUTSIDE THE FAMILY
Child‘s world is in first few years its reduced to a social environment that includes the closest family and relatives.With increasing age, however, the child becomes
independent and it gets into the broader social environment outside the family. This
environment has en effect on children and participate in shaping their attitudes.
Transition from home to kindergarten or to elementary school is an important
moment in the life of each child. There are also big changes in a field of eating habits.
Child has to submit a new dining system, get used to the new diet, learn how to eat and
dine in the dining room with other children. For the child who is used to eating at home
only in the presence of the mother or siblings could be difficult to use to the noise in the
dining room, the clink of cutlery and other children shouting. This unpleasant experience may affect the development of eating behavior.
Visiting a restaurant or an invitation for lunch or dinner with friends is usually
a nice change in the run-in dining family stereotype. This new social situation has a
great importance for the development of the child‘s personality and its relation to food
and restaurants
EFFECTS OF THE MEDIA AND CULTURAL ENVIRONMENT.
Educational influence of parents on the dietary habits of their children is unfortunately weakened by the strong effect of the cultural environment in which children
grow up. It is not possible to raise the child and protect him from the influence of the
press, television or the Internet.
The negative effect of television on the youngest members of our society is
a subject of many discussions today.
Younger and younger children spend most of their free time in front of the television screen or computer monitor. These two media play a major role in shaping the
ideas of standards, ways of behavior, expression, clothing and meals that are accepted or
even required in our society. Advertisments and advertising is very effective mean how
to influence attitudes to food.
Advertisements for food are based on knowledge of psychology. Creators of ad12 OBČANSKÉ SDRUŽENÍ ANABELL. Kouzlo stolování [on-line]. Citováno dne 9.4.2008a. Dostupný
z www: <http://www.anabell.cz/index.php/clanky-a-vase-pribehy/vyziva/19-stravovaci-navyky/256kouzlo-stolovani>
277
vertising campaigns use a number of effects on the psyche and human behavior. Billboards, leaflets and short films that promote food effect on human senses, especially thanks
to their colors and sizes. There are many tricks how to draw the attention and attract
emotional passion for food that is offered. This job employs whole teams of psychologists. Our rational side is influenced by emphasizing the health aspects, economical,
and quick and easy preparation of offered goods. Last but not least, the advertisers try
to focus on our emotions. Offered products are presented as those that meet our needs,
bringing joy to our children, ensure a pleasant holiday days.13
This kind of advertising is very refined and could have strong effects mainly
on small children, who accept it uncritically, and forcing parents to buy these products.
For example, younger children do not distinguish between commercial adds and normal program. Children believe them like they believe to fairy tales. Older children are
already able to distinguish advertising from the story and take a critical opinion.
Most of the advertising spots14 promotes too fatty, salty or sweet food. This food
is not health for developing children‘s healthy organism, but if it is presented by peers,
popular film heroes or characters from children‘s animated series, it is hard to resist.
In recent years, we can more often meet a new phenomenon in eating habits.
It is about watching TV while eating. It is usual that in restaurants or in the so-called
„Fast Food“ there is large plasma TV on the wall, which dislays continuously animated
movies, sporting events or music programs. In these places we are forced to watch TV
involuntarily while we are eating.
Going a few years back, we can find that the previous generation eating was
accompanied by radio. It was not the same in all restaurants and families, as well as
television does not play in all households today.
General knowledge of psychology is widely used in the supermarket business. Chain stores usually employ large teams of experts. Those create stratgies on basis of
detailed analysis of shopper behavior and force the buyer to buy specific products.
The best-known strategies are eg. an arrangement of goods on shelves, arranging
conspicuously expensive things next to things at an average price or the promulgation of
time-limited actions on the less valuable foods or foods for which the warranty expires.
Especially tricks with candy and chewing gum at the checkout work good, they usually
cannot escape the attention of impatient children waiting with their parents in a row.
5. School lunches
Accrding to MD. Tláskal, President of the Society for Nutrition, school lunches
are „an important tool for nutrition and food policy of the state.”15
The first mention of an organized school meals comes from the period after
World War II. There was no use lunch as we know it today, but for some snacks that
13 FRAŇKOVÁ, Slávka; DVOŘÁKOVÁ-JANŮ, Věra. Psychologie výživy a sociální aspekty jídla. 1.vyd.
Praha: KAROLINUM, 2003. 256 s. ISBN 80-246-0548-1
14 Some countries, like Great Britain or Scandinavia, have decided to fight with statistics showing an increase
of child obesity and adopt a ban on ads promoting this so-called „junk food“. Despite the negative impact
of such advertising on children‘s eating habits is evident ,this topic is not yet perceived as a problem in our
country and therefore no legislative action are being prepared.
15 TLÁSKAL, P. Školní stravování. Výživa a potraviny, 2008, roč. 63, č.5, s.66-67 ISSN 1211-846X
278
were served to children in all schools. These snacks were collected from stock UNNRA.
With the increasing employment of women in the 50th years the need to provide meals
for their children also increased. First school canteens were opened. Schools were the
first iniciators.
In 1953 the Ministry of Education issued first decree, which was devoted to the
issue of school meals. This decree established the authorities that were responsible for
establishing and operating the school canteen, the financial standards for the purchase
of food and catering charges.
This decree was replaced by the new one in 1963. This new decree set out precisely rations by age groups of children. First County inspectors of school meals were
appointed, regional and district education center for school meals was also established.
Their main task was to oversee the implementation of the tasks of school canteens, foster the development of school meals and increase the skills of canteens staff.
Charges for lunches served only to purchase food and their amount was determined by the social situation of the family. Other expenses for the operation of the dining
room was funded from the state and municipal budgets.
In the 60. and 70. a large increase in natality was seen. In this period there were
built new housing estates with schools and school canteens. Gradually 10 000 school
canteens were built, where 100% of nursery school children, more than 90% of elementary school pupils and 65% of secondary school students came for a lunch. Initially, school meals faced the problem within adequate facilities and the lack of finances
to ensure adequate supplies of high quality and diverse raw materials. The increase in
charges for meals would be pretty difficult for parents, could help to improve conditions
of school meals, but was not support by the ruling party in this time.
After the year 2003 districts came to end and also their Centres for school boarding. Ministry of Education gradually restricts its activities in the school boarding.
Dining room becomes part of schools. We managed to adjust the charges for meals so
that it is possible to apply the recommended dietary allowance.
In the nineties, the nutritional standards, that should be an indicator of the quality
of prepared meals, were announced. Later the market basket was build up for easier orientation of school canteen staff. Market basket is a continuously updated set of nutrition
standards that must be followed when creating menus. The average food consumption
per boarder per month is fixed.
Currently school meals has a long tradition. Methodical assistance for canteens
is today provided exclusively by Society for Nutrition. Many school canteen go throught extensive construction and modernization in recent years. They have to meet strict
hygiene and technology rules set by European Union.16
Also interiors of school canteens have undergone vast changes throughtthe recent years. Today‘s school canteen is rather reminiscent of a cozy restaurant, than the
canteen, which we were accustomed to before 1989. When furnishing dining rooms, the
emphasis is not just for functionality but also the convenience of diners.
Replacing the traditional square dining tables with round tables could be considered as a quite revolutionary change in the arrangement of school canteens. This idea
16 ŠULCOVÁ, E.; STROSSEROVÁ, A. Školní stravování (historie a aktuálně). Výživa a potraviny, 2008,
roč. 63, č.5, s.68-71 ISSN 1211-846X
279
came from one Moravian company that specializes in the production of school furniture.
This idea is based on the roundtable theory. Round table has no corners, no edges, so
that all the persons who sit at the table have the same status. At the round table, there is
no privileged place. In the cafeteria, which is quite noisy place, round tables could help
to calm the students and improve the general atmosphere in canteen.
In Czech Republic there is currently 9028 school canteens, which regularly
prepare meals for 1.61 million consumers, more than 10% of the population of our
country. According to figures of the Society for Nutrition, school canteens are used by
100% of nursery schools, 78% of elementary schools and 58% of secondary school
students.17
LUNCH AS A NECESSARY PART OF A HEALTHY DIET OF THE CHILD
According to the Information Consultancy Centre for Nutrition, lunch should
cover approximately 30-35% of daily energy intake. Unfortunately, the truth is that most
children completely skip lunch or buy food at inappropriate restaurants, fast food type.
School lunch seems to be the best option.18
Children who are not enrolled in school canteens, often claim that their school
food does not taste good and that they do not like it. The problem is not in variety of
food offered in school canteens, but in families. Children refuse to eat some meals only
because they do not know them from their homes. The family diet is either generally
unhealthy or on the contrary, parents trying to eat a healthy diet according to the rules,
but they let their children eat only those foods that they like. These children are often
allowed to eat sweets, chips and other fatty foods, inappropriate for their organism. It is
clear that these children do not like dishes from school canteen.
Parents should realize that if they want to lead their child to a healthy diet, they
must themselves set an example and follow certain principles of healthy eating.
School canteens, cafeterias and vending machines are kind of alternative to school canteens. In contrast, however, canteens do not offer fully valued meals.
First cafeterias and canteens in schools occured soon after the Velvet Revolution
in 1989. These „shops“ were operated mostly by school janitors. The main purpose of
these cafeterias is not to ensure that children get valuable, energy and healthy food, but
mainly to make money.19
Offer of these buffets are therefore driven by demand. Commercial interests are
stronger that efforts to lead children to healthy eating habits.
Canteens, cafeterias and vending machines in schools should be just some kind
of supplement meals for children during their school day. Unfortunately, increasingly
we can see that food from machines substitute a fully valued lunch (offered by the school cafeteria), and are often the only meal that child eats per day.
17 VÝŽIVA DĚTÍ. [online]. Má školní stravování budoucnost?, poslední revize.2007 [cit.2008-10-22].Dostupné z www: < http://www.vyzivadeti.cz/data/sharedfiles/tiskove_materialy/TZ_Skolni%20stravovani_fin.doc
18 VÝŽIVA DĚTÍ. [online]. Školní oběd=součást zdravého jídelníčku dítěte, poslední revize.2007 [cit.200810-22]. Dostupné z www: < http://www.vyzivadeti.cz/data/sharedfiles/tiskove_materialy/TM_Tomesova_fin.doc>
19 RÁBOVÁ, Marcela. Současné školní stravování se zaměřením na školní bufety a prodejní automaty :
diplomová práce. Masarykova univerzita, Fakulta pedagogická, 2008
280
6. Results of research in the influence of selected psychological
and social aspects on eating habits of children in a primary
school
During March 2009 I carried out an investigation which aim was to determine
the potential effect of psychological and social aspects on eating habits among primary
school pupils. Research has focused on the effects of close family and social environment outside the family. Part-task of this probe was also to investigate how much are
children‘s dietary preferences affected by media and advertisments.
The research was conducted by questionnaire, which was filled in by 322 pupils
aged 8-16 years. The investigation was carried out at three primary schools in Zlin
region. The divergence of these schools were given by pupils place of residence. Most
respondents were from primary school Bílovice, which is a village school in which children commute from a number of surrounding villages. Primary school Zlín is a housing
estate school, which is mainly attended by children living in the city. This school has several classes with extended lessons of physical education. The third school was primary
school Napajedla, a small town school, attended by children living in the city, but also
by children from nearby villages.
SCHOOL MEALS - SNACKS, LUNCHES
In almost every school we can find a school cafeteria, canteen or vending
machines with sandwiches, baguettes, sweets and beverages. The suitability of these
foods could be certainly discussed. Unfortunately, these substitute meals replace
even a child‘s fully valut lunch very often. The results of the questionnaire probes
that, for pupils aged 14 to 16 years, this way of providing snacks or lunch is probably more acceptable than to eat snack prepared at home or eat at school cantem.
Teenagers are trying to manifest their independence and adulthood, and these include an effort to show that they are able to deal with money that they get from their
parents. Whether they use this money for snacks and lunches, this could be a theme
for discussion. It is evident that not all teenagers spend money for a nutritionally
valuable foods.
On the contrary, younger schoolchildren aged 8-11 years preferred snacks
prepared by their parents. In my opinion, these children are not yet well adapted
to the school. They are still dependent on their parents. Preparing snacks could be
a difficult task for many of them and if they get money for lunch, they would probably spend them on sweets, which would satisfy their cravings, but not feed them.
Parents are aware of this fact. Brunch prepared by parents is more suitable for these
children. For example, snack or brunch prepared by mummy can be for first graders
a sort of link with home. Mother knows her child, knows what it tastes and what
not.
It is certainly no surprise that girls often prepare their own snacks. It is possible to explain it, for example, that girls, unlike boys, are from a very early age led
to housework, to independence in preparing simple meals and small works in the kitchen. If entrusted with tasks such as preparing a snack for themselves or for their
siblings, they like accept it.
281
FAMILY INFLUENCE ON CHILD’S EATING HABITS
Family influence on children‘s eating habits is undoubted. In most families parents and children meet each other every day at least to dinner. It is mainly because
parent are very busy. In today‘s hurried time, it si more difficult for some people to find
the time for valuable lunch. They even have no time for regular family dinners at home.
Children of these parents are usually used to the fact that everyone eats alone, takes
„something“ from refrigerators. Lack of rules and regularities in the family eating may
enable children to be more easily influenced by wrong nutrition examples. They are lost
in the world of food , they are trying to find themselves.
The results confirmed, that children whose families meet regularly for joint
lunches and dinners, are less sensitive to advertisments of food and snacks. Children
from these families have a knowladge of wide range of traditional and less traditional
dishis from their homes, and are often included in the preparation of meals. They are
oriented in the world of food. Assume that this family has run a dietary rules are observed both adults and children. (eg. family meets for dinner daily at 18.00, the son
set the table, daughter prepare vegetables, cut bread, etc.) Parents talk to their children
more about food and have the opportunity to influence their dietary preferences. During
a common dining, parents may influence the eating habits of their children mainly because they set an example.
PEER INFLUENCE
Family members are not the only ones who can influence children‘s eating habits. The majority of children spend most of the day at school or in after school center,
where they meet their peers and friends. Mutually influence each other. I wonder how
much influence have classmates on individuals when selecting meals. I started from
my own experience. I believe that every child is trying to find and consolidate its position in the group of peers. It wants to engage. In an effort to gain favor with friends,
children are often forced to adopt rules of the group, they are trying not to stand out,
they do what others do. It could be similar in case of nutrition preferences. I can imagine
a group of girls, friends who choose the same food for a lunch just because they are friends. They have the same idols, listen to the same music, wear the same hairstyles, eat
the same food. My presumption was not proved. The questionnaire responses showed
that the selection of pupils‘ meals governed primarily by what they like. They do not let
their peers to influence them. Today‘s children are confident and not afraid to express
their opinions. They are used to eat at restaurants, choose foods from the menu, at its
discretion.
FASTFOODS AND SCHOOL CANTEENS
Growing popularity of quick-service restaurants, so called fast food restaurant, is relatively young phenomenon in Czech republic. Today‘s generation of school
children are fed with meals from food chain restaurants like KFC and McDonald‘s.
These eating establishments are designed to serve and feed as much as possible people in relatively short time. Noise, screams, and the constant movement of people is
nothing unusual here. It is quite impossible to enjoy your meal in peace in place such
as McDonald‘s.
282
Most of the adults prefer lunch or dinner in a quiet pleasant environment.
They are not able to enjoy their food in the canteen or fast food restaurant. On the
other hand, children, who are accustomed to eating in fast food from an early age,
do not notice the noise and constant movement in the school canteen. They are not
disturbed. The results obtained by questionnaire confirmed this fact. 75 % of all respondents replik that they do not mind noise, chatter and constant movement in the
school canteen. Nearly 10 % of pupils answered that they like the bustle and noise
in the dining room.
CHILDREN FROM THE CITY, CHILDREN FROM VILLAGES
Children from villages often commute to school outside their residence and they
are likely to be eating in a bus or train or buy something to eat in fast food, cafeteria on
the railway station, etc. Children who commute, often skip the lunch at school canteen
just because they do not want to miss the bus to home. This research, however, demonstrated that the residence had no impact on whether children are more likely to eat in the
cafeteria or outside. The number of urban children eating in the school canteen is not
very different from the number of village children who eat at school.
Previously, maybe children from a village often had lunch at home. Mummy prepared lunch one day in advance, or there was grandmother to which children went every
day for lunch. The situation is different today. Rural life is not very different from city
life. Most parents of children from villages are just as busy as urban parents. Mothers
do not have time for everyday cooking. Family relationships are also freed. Thus left no
choice but to ensure the child with school lunches.
7. Conclusion
The research showed that pupils of primary schools eat most meals at home and
at school. Most students who participated in the investigation, eat in the company of
their parents during working days. This finding is very positive because common dining
with parents is exceptional in these hurried times. Educational influence on shaping
attitudes towards food is weakened. Survey among pupils of selected schools revealed,
that regular eating families, where parents have the opportunity to influence children‘s
attitudes to introduction of new food to family diet, has possitive effetcs on reduction
of influence of advertisments and media on pupils‘ eating habits. A surprising finding
was the fact that today‘s children and young people are not influenced in their dietary
preferences by their peers and that there are no differences between the eating habits
of urban children and children from villages. Life in the village appears not to be so
different from life in the city.
Food guide us through our lives and is an essential part of daily reality. Although
food is one of the most important factors that keep our bodies healthy, it does not only
fulfill the function of maintenance, but also an important social and communicative
function. Due to the increasing number of psychosomatic disorders associated with food
intake, physiological aspects of nutrition should not be overstated, but attention should
be paid to the psychological and social aspects too.
283
VLIV PSYCHOLOGICKÝCH A SOCIÁLNÍCH ASPEKTŮ
NA STRAVOVÁNÍ ŽÁKŮ ZŠ
Abstrakt: Příspěvek se snaží poukázat na často opomíjené psychologické a sociální aspekty, které spolu s aspekty fyziologickými ovlivňují vztah dětí a mládeže k jídlu
a stravování. Zaměřuje se především na vlivy rodiny a sociálního prostředí na potravní
chování a jeho vývoj. Pozornost je věnována také otázce utváření preferencí, averzí
a postojů k jídlu. Příspěvek se věnuje také otázkám školního stravování a vlivu médií
a reklamy na stravování žáků základních škol.
Klíčová slova: potravní chování, psychologické aspekty, sociální aspekty, stravování, stravovací návyky, jídlo, osobnost, společnost, prostředí, preference, averze,
rodina, školní jídelna
284
School and Health 21, 2010, Health Education: Contexts and Inspiration
NUTRITION KNOWLEDGE AND ATTITUDES
OF 12–13 YEAR OLDS TOWARDS HEALTHY
NUTRITION IN SLOVENIA
Verena KOCH, Mateja KAVČIČ
Abstract: In the report we present the views of pupils on healthy nutrition, and
knowledge of pupils about healthy diet. In the research 242 students participated.
To get the answers about the knowledge and views of pupils we administered a questionnaire which was composed of two parts. In the first part the pupils had to express
a positive or negative position related to a healthy diet. In the second part they were
given written statements to which they had to decide whether they were correct or incorrect. We wanted to determine whether the knowledge of primary school children varies
according to the gender and age, or class. The majority of pupils have positive attitudes
to healthy diet; they are aware that what they eat has effects on their health now and
in the future. The results also show, that there are differences in nutritional knowledge
between sexes, where girls have slightly better knowledge, and more positive result are
among pupils who attend higher classes.
Keywords: nutritional knowledge, attitudes, pre-adolescents, Slovenia
Introduction
Good health is an important indicator of the quality of life and refers to broader human environment, in which healthy nutrition takes an important place. The indexes of healthy nutrition according to the guidelines of WHO, are closely related to lower general and
specific mortality rate due to heart and coronary diseases and cancer. These two diseases are
also top reasons for mortality (WHO, 1990; Ferro Luzzi, Gibney, Sjostrom, 2001).
The statistics in Slovenia shows that 66.4% of all death cases were due to coronary heart diseases and cancer. The fourth place (6.6%) is taken by diseases of gastro-intestinal organs. Some of them are related to unhealthy nutrition and bad eating habits.
Education about healthy lifestyle and healthy nutrition is an important factor
which influences the formation of healthy lifestyle and healthy eating habits of an individual. An early inclusion of healthy nutrition teaching programmes into compulsory
elementary school curricula and into other levels of formal and informal education can
improve knowledge and behaviour of children connected with eating habits.
285
Nutrition knowledge alone does not influence behaviour, but does provide individuals with the ability to know how to select a healthy diet. The nutritional knowledge
and skills need to be taught during childhood when firm eating practises are being
established (Birch, 1987; Shepherd, Dennison, 1996). Therefore, school is the major
area for providing young people with nutrition knowledge and skills.
In the Republic of Slovenia, like in other countries, nutrition has gained a significant place in strategies of nutrition policy at all levels of education. This issue
has been implemented in the official policy of Slovenia in 2004 (Resolution on the
National Programme , 2005). It stems from the need to maintain people’s health and
to decrease the so called modern civilisation diseases which cause premature death of
the population. For this reason education is an important element for achieving this
goal.
The resolution on the national nutrition policy and sport activities for healthier
living in 2005-2010 was accepted in 2005 and emphasizes strategies for increasing
professional education and training in healthy nutrition and healthy life-styles.
The majority of the population gain knowledge about nutrition during the period of compulsory education. For this reason the teachers need to encourage students
to take regular and healthy meals, and point out the consequences of unhealthy nutrition and its impacts on human health.
In Slovenian educational programs nutrition topics are integrated into other
subjects, with the exception of secondary school programs for food technology and
catering, medical school and home economics programmes. Nutrition, as a special
didactic program is »hidden« is home-economics curricula in the fifth and sixth grade
of elementary school where it is a compulsory subject. Nutrition can be taken as an
elective subject in the last three years of elementary school, however it is optional
(Koch, Kostanjevec, 2005).
Nutrition in the pre-school curricula
At this level we can talk about a »disguised« curriculum. Children are engaged
in all sorts of communication and interaction activities, through reward and failure they
learn about the rules how to manage time and space. It is through these activities that a
disguised curriculum can be brought in. Such a curriculum is not precisely defined but
lends itself to bringing in elements of education which can be more effective compared
to a targeted curriculum .
Nutrition in the curriculum of elementary schools (nine-year
programme)
Compulsory elementary school education lasts for 9 years and begins when children reach the age of six and ends when they successfully complete the educational
programme, or after nine years of schooling.
In the first cycle (grades 1–3) all, or most of the subjects are taught by general
class teachers. Half of the lessons in the first grade of the elementary school are assisted by the pre-school teacher. During the second cycle (grades 4–6) specialist teachers
286
become more and more involved in the teaching process. In the third cycle (grades 7–9)
lessons are taught solely by specialist teachers.
The compulsory elementary school curriculum is based on several national curricular documents which were prepared and adopted by the National Curricular Council
and the Council of Experts for general education of the Republic of Slovenia (19982006) and were launched by Ministerial decrees, and issued in accordance with the
Elementary school Act. The Act specifies which school subjects are compulsory.
Scholl is the basic institution of formal education where students acquire
knowledge about nutrition through compulsory, as well as elective subjects and science
subjects. Thus, topics on nutrition are included in all triads. In the first triad nutrition
is incorporated into the Environment subject (1st , 2nd and 3rd grade), in the second triad
in Science and Technology subject (4th and 5th grade) and Home economics (5th and 6th
grade). In the third triad nutrition topics appear in the following subjects: home economics, science, biology, chemistry, and electives (modern methods of food preparation
and nutrition). The main compulsory subject with most topics on food and nutrition is
home economics in the 6th grade of nine-year elementary school programme. According
to the home economics syllabus, students are supposed to have acquired certain degree
of knowledge about food and nutrition after the 6th grade.
Two elective subjects with topics on nutrition are offered in the nine-year elementary school: Modern methods of food preparation and Nutritional methods. These
two provide more in-depth knowledge on the topics which are useful for later vocational
training or in everyday life. These subjects are optional and can be taken in the third
triad (i.e. 76th, 8th or 9th year). The subject Modern methods of food preparation includes
topics on the significance of correct nutrition for maintaining health, e.g. safe, protective, and healthy nutrition and cooking. The syllabus includes topics on nutrients and
health, quality of food and healthy meals, and nutritional habits. The subject Nutritional
methods focuses on the aspects of nutrition as a means for protecting and maintaining
health, e.g. the importance of healthy eating habits, healthy food in various stages of
life, and nutrition in special circumstances. The syllabus includes topics on: over-nutrition, traditional and other nutritional habits, nutrition in different age groups and in special circumstances. In addition to this students acquire relevant knowledge also through
Science subject in the 6th grade and Biology in the 9th grade.
School meals as part of a curriculum
By law, every elementary school in Slovenia has to organise at least one meal at
school (Art. 57, Elementary School Act, Official Gazette, No 12 -29 II. 1996:884). Thus
school meals also represent a form of nutrition education, which is in fact a disguised
curriculum.
The teaching goals are operationalised so that pupils can:
understand the meaning of school meals and learn about the nutritional rhythm
understand the importance of good eating habits and their significance for health
287
learn basic hygiene needed in catering
learn good manners during eating
evaluate school meals and compose menus
assess suitability of school meals according to their sensory value.
(Simčič, 1999)
Studies have demonstrated that adolescents are not worried about the consequences of what they eat today on their health in the future. However they do know what they
should be eating to have a healthy diet but their eating behaviour does is not reflected in
their knowledge (Story, Resnick, 1986; Gracey, Stanley, Burke et all 1996).
Methods
SUBJECTS
Subjects were recruited from schools in Slovenia. There were approximately
equal numbers of males and females.
Table 1. Children aged 12-13 y by gender
gender
number
%
male
118
48.8
female
124
51.2
QUESTIONNAIRE
A questionnaire, which was previously designed and used successfully with 11
to 12 year olds, was employed (Frobisher, Maxwell, 2001). The subjects were asked
to complete the questionnaire on their own. The first part of the questionnaire examined the subject’s attitudes to various aspects of nutrition and healthy eating. The subjects were asked to state their level of agreement or disagreement with statements using
a 5-point Likert scale. The second part of the questionnaire tested the subjects’ knowledge
on nutrition and healthy eating. The statements provided tested either the subjects’
theoretical or practical knowledge. The subjects responded to statements by selecting
a ‘true’, ‘false’ or ‘don’t know’ response. Points were awarded for a correct response and
deducted for an incorrect one.
STATISTICAL ANALYSIS
Using the data from the questionnaire, cross tabulations and frequencies were
calculated for the whole group. Independent t-tests were carried out on the knowledge
scores from part two of the questionnaire to test for any significant differences between
pupils by gender and age. The level of significance used was 0.05.
HYPOTHESES
Elementary school children have positive attitudes towards healthy nutrition.
Healthy nutrition attitudes differ by age and gender.
Children are aware that diets have impact on their health.
288
Children’s knowledge about nutrition is fair (medium) on the average, however, differs by gender or the age of children.
Results:
CHILDREN’S ATTITUDES TOWARDS HEALTHY NUTRITION
In analysing the data we used the Likert scale which is used in pedagogical research. There were five categories of answers to which we assigned numerical values
(number of points). For positive statements (which describe desired attitudes) we assigned the category »Agree« 5 points, and 4, 3, 2 and points to the remaining categories.
For negative statements (which describe undesired attitudes) the »Agree« category was
assigned 1 point value and the remaining statements 2, 3, 4 and 5 points.
Table 2: Attitudes of children towards healthy nutrition
Arithmetic
mean (M)
Standard
deviation
Variance
I like cooking.
2.20
0.95
0.91
I have never been on a slimming diet.
2.74
1.48
2.18
I like the taste of healthy food.
2.13
1.03
1.07
3.58
1.24
1.53
1.86
0.80
0.65
2.17
0.96
0.92
2.89
0.99
0.98
Our school meals are not healthy.
3.28
1.19
1.41
I believe that my diet is balanced.
2.45
0.89
0.79
We eat healthy food at home.
2.20
0.92
0.85
My friends are not eating healthy.
3.11
0.92
0.85
I don‘t know which food to take to eat healthy.
3.48
1.13
1.27
My friends are afraid of getting fat.
2.60
1.06
1.13
Healthy nutrition is a loss of time.
4.13
1.15
1.32
For most of food products I know how much fat they
contain.
2.82
1.06
1.12
I eat what my friends eat.
3.61
1.11
1.24
I know how to prepare a healthy meal.
2.22
0.83
0.68
I always read and understand declarations on food
products.
2.78
1.07
1.14
I don‘t like the taste of healthy food.
3.77
0.998
0.996
I am too young to think about healthy nutrition and
about a balanced diet.
I understand what a healthy diet is and I know what
I should eat.
Perhaps the food I consume now will have impacts
on my health in the future.
I know what energy values different food products
have (calories).
The data in tables show average answers of all children.
Children have positive attitudes towards their own nutrition; they understand
289
and know which food is good for them. The majority agree that healthy food tastes
good which is a positive indicator, in particular when new food is being introduced to
children.
In our survey we made two opposing statements: I like the taste of healthy food
and I don’t like the taste of healthy food. For both statements we got very positive
responses: the agreement with the former statement was (M=2.13), and for the latter
(M=3.77).
Children also agreed with the statement that they eat healthy food at school
(M=3.28) and at home (2,20) which is encouraging since children’s nutritional habits
are formed at this stage and will probably remain permanent. This attitude has been
additionally reinforced by answers to the statement that the food they eat now will have
impacts on their health in the future. Also, children did not agree with the statement that
consuming healthy and balanced diets is not important because they are too young for
that (M=3.58). Children are also aware that reading declarations on food products is
important.
Nutrition knowledge of elementary school children
Part of the questionnaire contained a test with 17 items, i.e. statements, to which
they had to decide whether the statement was correct or incorrect. They could also opt
for a third option (undecided) if they did not know the answer.
The test items contained questions referring to the role of nutrients for human
body, knowledge about nutrients and nutritional values for particular food items, and
general principles and recommendations for healthy nutrition.
The results were arranged by the grading criteria: fail (1), pass (2), fair (3),very
good (4), and excellent (5). The maximum number of points was 17. Other points were
distributed according to the following criteria:
0 – 8 points = 1 (fail)
9 – 10 points = 2 (pass)
11 – 13 points = 3 (fair)
14 – 15 points = 4 (very good)
16 – 17 points = 5 (excellent)
Table 3: Grading scale with the results
No of students
Distribution of grades
achieved %
Grading scale
Grade
from 0 to 8
1 (fail)
110
45.4
from 9 to 10
2 (pass)
66
27.3
from 11 to 13
3 (fair)
59
24.4
from 14 to 15
4 (very good)
7
2.9
from 16 to 17
5 (excellent)
0
0
N=242
100%
290
THE AVERAGE NUMBER OF POINTS ACHIEVED WITH THE GRADES
FROM THE KNOWLEDGE TEST
On the average children achieved 8.87 points, which is a negative grade, i.e. 1.87 (arithmetic mean). The results show that the knowledge of children is poor; 110 children (i.e.
45.4 %) failed at the written test, followed by 66 children (27,3 %) who achieved a pass
grade, 59 children achieved fair grade, and only 7 (2,9 %) were very good. None of the
242 children collected maximum points and none got an excellent grade. However, there
were three children who collected no points. All the three encircled the third option, i.e.
remained undecided and therefore we could not treat their answers as relevant.
Children know the general principles of healthy nutrition only to a certain extent.
Problems arise when they deal with a question which requires higher level of knowledge
and when they need to apply previously acquired knowledge. We were expecting that their knowledge about general principles of healthy nutrition would be at the fair (medium)
level. Of course, it would be necessary to find out the reasons for such poor knowledge
acquired by formal education, to analyse what teaching methods are used at schools, and
to take the syllabus of home economics subject and related topics taught under other subjects under scrutiny. Also, children motivation should be carefully analysed.
Table 4: Nutrition knowledge of elementary school children by gender
Gender
Average number of
points achieved
Average grade achieved
during the test
(arithmetic mean)
(arithmetic mean)
Boys
8.81
1.82
Girls
8.75
1.87
NUTRITION KNOWLEDGE OF ELEMENTARY SCHOOL CHILDREN BY
GENDER
We analysed the data according to the age of students as well: our hypothesis was
that the knowledge of older children would be better, particularly because older children
have already been taught more complex topics within the home economics course and in
addition they have had other subjects and thus had more possibilities to be able to relate
the knowledge about healthy nutrition acquired from other subjects.
Grades achieved in the test by twelve-year olds
Table 5: Grading scale and grades achieved by 12 – year olds
No. of children
Distribution of grades
achieved % %
Grading scale
Grade
from 0 to 8
1 (fail)
69
51.9
from 9 to 10
2 (pass)
31
23.3
from 11 to 13
3 (fair)
31
23.3
from 14 to 15
4 (very good)
2
1.5
from 16 to 17
5 (excellent)
0
0
N=133
100%
291
The table above shows the grades achieved by 12-year-old children at the
knowledge test. As can be seen from the table almost 48 % achieved a positive grade,
and 51.9 % failed the test.
Grades achieved in the test by thirteen-year olds:
Table 6: Grading scale and grades achieved by 13-year olds
No of children
Distribution of grades
achieved % %
Grading scale
Grade
from 0 to 8
1 (fail)
41
37.6
from 9 to 10
2 (pass)
35
32.1
from 11 to 13
3 (fair)
28
25.7
from 14 to 15
4 (very good)
5
4.6
from 16 to 17
5 (excellent)
0
0
N=109
100%
It needs to be noted that 13-year olds attend the 7th or 8th class of elementary
schools.
Table 7: Average number of points collected and average grade achievement in the
knowledge test by student age
Average number of
points achieved
Grade achievement in
the knowledge test
(arithmetic mean)
(arithmetic mean)
12
8.48
1.76
13
9.29
2.07
Age
The table above shows that the number of points collected and consequently
the grade improves with the age of children. This may be due to the fact that 13-year
olds have passed the course in home economics and have attended some other elective
courses.
The study shows that children are unable to apply theoretical knowledge acquired at school to everyday life situations. For example, they know some basic nutrients
but do not know what nutrients are contained in certain food products and in what
amounts. This means that children know some general principles of healthy nutrition but
are unable to apply higher levels of understanding, or practically apply the knowledge
in problem solving.
We should need to look for the reasons for poor nutrition knowledge in the methods used in formal education, and to find out whether children do receive all the necessary knowledge required by the syllabus.
An important factor for nutrition knowledge acquisition is learner’s interest.
Some children are more interested in certain topics than others and this normally results
in better knowledge. For example, girls have better nutrition knowledge which may be
due to the fact that girls at this age put more emphasis on the body image than boys.
292
Also, nutrition knowledge improves with the age, because learners have already gone
through the process of formal education and have already been taught about food and
nutrition during home economics courses and other subjects.
Conclusions
Good eating practises, healthy attitudes and a good knowledge basis to nutrition
and health need to be established in childhood and adolescence. Data from this study
suggests that healthy attitudes need to be established more within the subjects. This
study supports the idea that nutrition needs to have a secure place in the curriculum at
school. Pre-adolescents need to be educated in nutrition and healthy eating so they will
be able to select, produce and consume a healthy diet now and in the future to help slow
down the increasing levels of many diseases.
NUTRIČNÍ ZNALOSTI A POSTOJE DVANÁCTILETÉ
A TŘINÁCTILETÉ ŠKOLNÍ MLÁDEŽE
KE ZDRAVÉ VÝŽIVĚ VE SLOVINSKU
Abstrakt: Ve zprávě prezentujeme názory žáků na zdravou výživu a jejich znalosti o ní. Výzkumu se zúčastnilo 242 žáků. Pro získání informací o postojích a názorech
žáků jsme použili dotazník, který byl složen ze dvou částí. V první části měli žáci vyjádřit svůj kladný nebo záporný postoj související se zdravou stravou. V druhé části jsou
uvedena jejich písemná vyjádření, ve kterých museli vyznačit, jestli byly jejich postoje
správné nebo nesprávné. Chtěli jsme zjistit úroveň znalostí, postojů a vztahů k výživě na
základních školách, zda jsou v tomto smyslu mezi dětmi rozdíly v závislosti na pohlaví,
věku nebo konkrétní třídě. Většina žáků, kteří mají pozitivní vztahy a názory na zdravou
výživu, je si vědoma, že to, co jedí, má vliv na jejich zdraví nyní i v budoucnu. Výsledky
také ukazují, že existují rozdíly v nutričních znalostech mezi pohlavími, kde děvčata
mají o něco lepší znalosti a další pozitivní výsledky jsou mezi žáky vyšších ročníků.
Klíčová slova: nutriční znalosti, postoje, dospívající mládež, Slovinsko
293
School and Health 21, 2010, Health Education: Contexts and Inspiration
EVALUATION OF BMI IN THE SELECTED
SAMPLE OF TRNAVA UNIVERSITY
STUDENTS
Viera PETERKOVÁ, Ivona PAVELEKOVÁ
Abstract: The study results bring analysis BMI values of students Trnava University in relation to age, gender and nutrition. BMI analysis was carried out based on
height and weight of individual respondents, what we measured the direct measurement
and weighing. The research sample consisted of 1386 respondents selected the four
faculties of Trnava University (educational, law, philosophical, and Faculty of Health
and Social Work).
Based on the calculation of BMI and its assessment in relation to age and gender of respondents, we found that a majority of respondents had a normal weight. The
incidence of overweight and obesity occurred mainly in respodnentov men, in women
were surprising finding of a significant incidence of underweight. It should be noted
that a similar risk of underweight than overweight, respectively obesity. The incidence
of both is undesirable. Risk of the importance of physical appearance and smartness
brings undesirable behavior of youth, wrong eating habits, poor diet and irregular eating preferences.
Keywords: BMI, overweight, obesity, underweight, university students
Theoretical background
University students are from the development perspective in the category of
young adults 18 to 25 year olds. We can say the age, which is generally characterized by
reaching maturity in the somatic, psychological and social. Although they are a healthy
and educated young people, yet they are not rescued from applying various effects,
which are closely linked to the way of life and especially the study of high school. Thats
why a university course is an important period in the life of every student.
Changing climate changing their lifestyle to an independent life, what affecting
theirs nutrition (Colico ‚Baric‘et al., 2003). Nutrition and eating habits of students of
various universities are deal in several published studies (Racette et al., 2005, Steptoe
et al., 2002, Biro, L. et al., 2005, Papadakis, A. et al., 2007). Eating habits and food
preferences are influenced by changed living conditions and financial capabilities of
295
students (Papadakis - Scott, 2002), increasing preference intake food in the form of
snacks (Nicklas et al., 2001).
Changed living conditions and financial possibilities of influencing eating habits
and food preferences and dietary modification of food, increasing irregular food intake
and preference in the form of fast food, which may reflect negatively on the overall
health and in particular the occurrence unbalanced weight.
Research Hypotheses
Using a questionnaire we tried to verify some hypotheses.
Hypothesis H1:
We assume that the younger students will be better than BMI as a older.
Hypothesis H2:
We assume that women will be more balanced BMI than men.
Hypothesis H3:
We expect that BMI of respondents with good eating habits will be more balanced than
BMIof respondents with incorrect eating habits.
Hypothesis H4:
We expect that BMI of respondents with good dietary preferences will be more balanced
than BMI of respondents with incorrect dietary preferences.
Research sample
The research sample consisted of 1,386 students of Trnava university. The number of
respondents divided by faculty and gender shown in the following Table 1.
Table 1: Number and gender of respondents from Trnava university faculties involved
to research
Students
Faculty
Total
Faculty of Education
399
Faculty of Philosoph
401
Faculty of Law
300
Faculty of Health and Social Work
286
Total
1386
Gender
36 male
363 female
89 male
312 female
92 male
208 female
66 male
220 female
Research methods
On the basis of a study dedicated to eating habits and food preferences of Greek university students published by Papadakis, A. et al. (2007) was used a modified questionnaire
survey devoted to dietary habits and preferences of students of different faculties of the University of Trnava. The questionnaire was anonymous and the return was 93 %. Reliability
was assessed by calculating the questionnaire Cronbachovho alpha, its value was 0.8764.
296
Research consisted of a series of questions based on the detection frequency of
intake of individual foods. One question that focused on dietary preferences consisted
of a list of 33 foods. In the table for each food respondents selected one of eight options
that reflect their preference for the food. Each statement in questionnaire were assigned
by numerical values that data can be statistically evaluated and compared, and we used
the scoring using the positive scoring.
From the measured data (height and weight), we calculated separately for each
student his BMI (Body Mass Index).
BMI (kg/m2) = body weight (kg) height (m2).
Table 2 - Evaluation of body mass index
Values of BMI(kg.m-2 )
pod 18,5
18,5 - 24,9
25,0 - 29,9
30,0 - 39,9
over 40,0
classification
underweight
normal weight
overweight
obesity
severe obesity
Data from questionnaires were processed in a table in Excel, we evaluated a multiple
analysis of variance in the program STATISTICA. From data we create images in the
form of graphs.
Results and discussion
Figure 1 evaluate the impact of gender and age on BMI of the respondents. We
found a statistically significant effect of gender and age on the BMI of students of Trnava university, the evidence supporting the value of students‘ lower (p = 0.0377) than in
students, where this factor showed a highly statistically significant (p = 0.000000004)
(Figure 1). On this basis, we found that a hypothesis is confirmed.
From the data processed we have found that BMI of female-student increase
with increasing age. In female students aged 18 years, we have found underweight,
continues to occur until the age of 24 years, at a later age appears overweight or obesity.
Most of the female respondents aged 19-23 years have the normal value of BMI. Men
BMI increase with age less significant, but obesity in this gender is higher (7.7 %). Percentage of men with normal weight (76.9 %) is higher than the percentage of women
(61.2 %), where we recorded a significant degree of the occurrence of underweight
(28.4 %). These findings show that hypothesis 2 is not confirmed.
297
54
51
45
41
38
V
33
30
27
24
21
18
15,6 18,6 21,6 24,6 27,6 30,8
35,0
17,1 20,1 23,1 26,1 29,3 32,5
15,6 18,6 21,6 24,6 27,6 30,8
35,0
17,1 20,1 23,1 26,1 29,3 32,5
female
žena
muž
male
BMI
Figure 1 Effect of age and gender of student BMI
35,0
32,5
30,8
29,3
27,6
26,1
24,6
B
23,1
21,6
20,1
18,6
17,1
15,6
-1
0
1
2
3
Pohlavie:
female ž
4
5
6 -1
Dietary habits
Stravovacie
návyky
0
1
2
3
4
5
Pohlavie:
male m
Figure 2 Effect of dietary habits men and women (students) to their BMI
298
6
The assumption stated hypothesis 3, that eating habits will affect the value of
BMI was confirmed in both sexes of students of Trnava university. From Chart 2 it is
clear that the better eating habits of respondents impact to their BMI balanced, thus
moving normal values. This effect was more prominent in women (p = 0.0045) than
men (p = 0.01969).
In the next section we evaluated the dietary preferences of respondents. Each
of them was able to determine the frequency of intake of the type of food in the table
included foods that can be defined as beneficial to health, respectively. a negative impact
on health.
To assess this question, we used the scoring 1-8, respectively. 8-1, the score
values were assigned the health benefit of food. Custom compare the behavior of respondents, given the choice of food was made of the average values obtained for all
33 foods.
The choice, in terms of healthy eating unacceptable, meals is fundamentally contradicts the National Programme to fight obesity, as their consumption may directly
lead to an increase in overweight and obesity, which affects the overall health of their
consumers.
The evaluation, we found that differences in dietary preferences with regard to
BMI of the respondents are more pronounced in women (p = 0.00000002). We found
that the choice of quality food is in women with normal range of BMI limit. With inferior quality, respectively less divergent composition of the food spectrum increase the
risk of underweight respondents, respectively. obesity. A similar conclusion was reached
in men (students) who, however, this conclusion was less significant (p = 0.05301) (Figure 3). The hypothesis 4 is confirmed.
35,0
32,5
30,8
29,3
27,6
26,1
24,6
B
23,1
21,6
20,1
18,6
17,1
15,6
2,5 3,0 3,5 4,0 4,5 5,0 5,5 6,0 6,5
7,0
2,5 3,0 3,5 4,0 4,5 5,0 5,5 6,0 6,5 7,0
Pohlavie: ž
female
Pohlavie:
malem
Stravovacie
preferencie
Dietary preferences
Figure 3 Effect of dietary preferences of women and men (students) to their BMI
299
It was found that weight gain and poor eating habits during university studies
may lead to overweight and obesity in adulthood (Raccet et al., 2005). There is evidence that good nutrition and lifestyle can influence the genetic predisposition for obesity
(Niklas et al., 2001).
Conclusion
In the presented study, we aimed to assess BMI of students of University in Trnava. Analysis of BMI values was made based on height and weight of the individual respondents, what we measured by the direct measurement and weighing. Found BMI we
assessed in terms of age, gander, eating habits and dietary preferences of respondents.
We found that the university environment, an organization providing food and education
play an important role for nutrition students.
In this context, and based on these results, we propose the following recommendations:
- encourage students to take more responsibility in the approach to their health and
to reinforce a positive approach to healthy lifestyles by organizing discussions
with experts, health days, and so on.,
- to promote change bad eating habits of students, we propose to create conditions
conducive to a healthier diet for students, school meals contribute to improving
the eating habits of students and thus can major change in attitudes towards healthy eating and to promote a proactive approach to change lifestyle
- increase the number of students stravujúcich in school catering facilities, realization of new trends in nutrition and diet to create interest among students about
healthy eating,
- improving the drinking regime in terms of quality and quantity of consumption
of drinks
- extend the range of school food buffet for groups of students according to requirements such as fruit, vegetable salads, wholemeal bread and dairy products and
thus give them the opportunity to choose healthier foods.
POSÚDENIE BMI VO VYBRANEJ VZORKE ŠTUDENTOV
TRNAVSKEJ UNIVERZITY V TRNAVE
Abstrakt: V štúdii prinášame výsledky analýzy hodnôt BMI študentov Trnavskej
univerzity v Trnave vo vzťahu k veku, pohlaviu a spôsobu stravovania, ktorí študenti
uplatňujú. Analýzu BMI sme realizovali na základe hodnôt výšky a hmotnosti jednotlivých respondentov, ktoré sme zisťovali ich priamym meraním a vážením. Výskumnú
vzorku tvorilo 1386 respondentov štyroch vybraných fakúlt Trnavskej univerzity v Trnave (pedagogickej, právnickej, filozofickej a fakulty zdravotníctva a sociálnej práce).
Na základe výpočtu BMI a jeho posúdenia vzhľadom na vek a pohlavie respondentov sme zistili, že nadpolovičná väčšina respondentov mala normálnu hmotnosť.
Výskyt nadváhy a obezity sa vyskytoval najmä u respodnentov mužov, u žien bol pre300
kvapujúcim zistením výrazný výskyt podváhy. Je potrebné zdôrazniť, že podváha predstavuje podobné riziko ako nadváha, resp. obezita. Výskyt oboch je nežiadúci. Riziko
nadmerného zdôrazňovania významu telesného vzhľadu a módnosť nadmernej štíhlosti
prinášajú nežiadúce správanie mládeže, nesprávne stravovacie návyky, zlé stravovací
preferencie a nepravidelnosť stravovania.
Kľúčové slová: BMI, nadváha, obezita, podváha, univerzitní študenti
301
School and Health 21, 2010, Health Education: Contexts and Inspiration
THE IMPORTANCE OF FAST
FOR A MODERN INDIVIDUAL
Tatiana KIMÁKOVÁ, Petr KACHLÍK
Abstract: Term beneficial starvation or fasting is not used in the expert or popular literature very frequently. Even many doctors and other medically educated professionals don’t comment on the issue very often. Fast or a long-term starvation, perceived
as a voluntary rejection of any meals, even the juices is one of the most important, but
at the same time currently the least accepted way of retaining and restoring health.
Fast is recommended and practiced by all widely spread religions, such as Christianity,
Islam and Buddhism. Starvation was practiced and used to treat patients, by various
influential physicians or personages of scientific field in the past. We can refer to, for
example, Hippocrates, the founder of a rational and dynamic medicine, dubbed “the
father of medicine”,Abú Alí al-Husayn ibn Abdalláh ibn Sína (Avicenna), Pythagorus,
Socrates, Plato, then the founder of a rational hygiene Christoph Wilhelm Hufeland, or
an American writer and the Pulitzer prize laureate Upton Beall Sinclair. Contemporary
western medicine has lost the idea of fasting, because in its opinion it only observes
purely religious purposes of a soul absolution, but doesn’t deliver any benefits to the
body. The facts, however, prove this idea wrong. In the published writings, we can even
find the cases, in which some fatal diseases were cured by the means of fast. It is up to
the contemporary medicine itself to rediscover the beneficial influence of fast on human
organism and to begin seriously setting up a research of relevancy of its indications
regarding various diseases.
Keywords: starvation, the famous people of medicine
Introduction
It is necessary to discern between the recovery fasting and the so called hungerstrike, directly at the beginning, latter being a way of a nonviolent protest against reality,
decision of a higher authority or a way of enforcing one’s wishes. Political hunger-strike
was probably used for the first time by Móhandás Karamčand Gándhí. It is also important to notice the difference between the forced and voluntary fasting. Forced starvation,
caused by natural disasters, wars, poor crops or other catastrophes is linked with unimaginable suffering. It is a cause of multiple serious chronic diseases and death.
In our commentary, we are addressing a voluntary, health-recovering fasting.
303
One of the most important but at the same time the least comprehended ways
of preservation and restoration of health is voluntary starving called a fast. Recovery
fasting is a topic witch is not mentioned, in the expert or professional publications very
often. Quite the contrary. Even the numerous medically educated professionals don’t
discuss the topic very often, actually hardly ever.
The Hunger-Strike
Long-term fasting, a hunger-strike, is one of the most important, but currently the
least understood method of preserving and restoring health.
The fast, limited diet and food consumption and a spiritual purification at the
same time, stemming from the self-denial, is recommended by all major religions:
Christianity, Islam and Buddhism.
In the case of a healthy diet it is possible to talk about certain link with a fast,
although the fast is a privileged practice of expressing the religious faith in attempt to
reach the God or a deity. A bodily fast, or a purifying therapy, is a way of a voluntary
self-denial and is effective in cleaning human’s mind and body. A fast, perceived this
way does not have much in common with today’s trends of slimming diets, the goal of
which is a “slender body”.
Famous historic personalities and a hunger-strike
Historically, the most famous personality, with his 40-day fast, was Jesus Christ
(Holy Bible, 1996). In the factual literature on the history of medicine, we are likely to
learn about many famous persons, healers and physicians who identified with the idea of
fasting, relating to the treatment of various illnesses and applied it successfully not only
on their patients but also on themselves.
The Egyptians in the 15th century BC assumed, according to the archives of
Herod that the basis of health and the preservation of youth, is a systematic fast (three
days a month) and a stomach purification by means of nauseating medicines and enema.
“The Egyptians”, wrote Herod, “are the healthiest of all mortals.”
In the Ancient Greece Pythagorus himself fasted for forty days. He was convinced that he was increasing his mental cognition this way. He even forced his pupils to
starve. This opinion was common among other Greek philosophers Socrates and Plato.
Both of them systematically observed a ten day fast, which in their opinion, contributed
to an attainment of a higher level of cognitive acumen.
The link between diet and illness was well known by one of the most famous
physician of Antiquity, Hippocrates (5th century BC), who recommended a fast at the
beginning of disease.
Hippocrates, the founder of rational and dynamic medicine, called “the father of medicine”, used to say that the increase of food consumption is necessary only
rarely. It is often more useful to dispose of the meals completely. If the illness doesn’t
reach its climax the patient will sustain it.
A man carries a doctor in himself. It is necessary to assist him with his job. If the
body is not purified and we will nourish it further, we will harm it. If the patient is fed
304
abundantly, his illness is nourished as well. Each excess is against the nature. Asclepius
had a similar opinion, what’s more, on top of the fast he also subscribed spa therapy,
exercise and balms to his patients (Nikolajev a Nilov, 1996; Junas a Bokesová-Uherova;
1985).
During Napoleon’s occupation of Egypt there were recorded many cases in which
syphilis inflicted patients in Arabic hospitals, were cured by means of a hunger-strike.
A hunger-strike pioneer was Dr. Heinrich Tanier who fasted twice for forty
days, to prove, that man can easily survive without food for a long time, with no damage
to his body.
The founder of a Cistercian order, Robert Molem, decided after the death of
a friend to end his life by starving. He retired to his friends’ place in the mountains, stopped to eat and waited for death. After seventy days he concluded that the fate didn’t wish
his death. He started to eat and lived to an old age. An American writer Upton Beall
Sinclair (1878-1968), laureate of Pulitzer price, the prestigious American journalistic
and artistic award, also identified with a positive affect of starving. He treated his health
problems with a twelve day fast (Upton Sinclair; Nikolajev a Nilov, 1996).
Definition of a hunger-strike
It is a voluntary refusal of any kind of food, including the juices. Drinking of
water, mineral or distilled is necessary. Voluntary starving has a positive impact on human organism. It can work preventively or directly for treating various diseases. For
someone who is determined to practice a hunger-strike, it is important to do a research
on the topic in advance, either by studying the appropriate literature or consulting with
someone who has practiced the hunger-strike themselves. It is the most appropriate,
obviously, to consult with a medical professional - a physician, a nutritionist, or another
specialist, most conveniently with someone who has their own personal experience with
it (Cingoš, 1998).
Hunger-strike is not a method to lose weight. Fasting is a vehicle of physical
and mental purification and a way of treating chronic and cancerous diseases. During
the starvation, the organism does not replenish energetic outputs and is forced to exist
merely on its internal reserves. Throughout the process of fast, an increased physiological regeneration, renewal and replenishment of the cells and stabilization of molecular
and chemical systems of an organism take place. Furthermore, during the starvation,
a decomposition of useless and harmful substances - phlegm and residues of different
kinds, happens. The ultimate result of a fast is, a purification and a normalization of
a body microflora and defensive functions of an organism and an improvement of the
metabolism and the absorbent abilities of a body which can even lead to its rejuvenation
(Partyková, 2006).
Length of a fast
A man can survive without food for a handful of weeks, forty days at the most.
There are known some extreme cases when people fasted for even more than sixty days.
However, for the safety of a patient it is recommended that a voluntary, recovery fast
305
should not last longer than forty days. After crossing this limit, some irreversible changes might happen to the organism, causing even death. Fast can also be short-term (up
to seven days), mid-term (seven to fourteen days) and long-term (maximum up to forty
days). Even a one day fast (once a week) is beneficial for the body.
The effects of a fast on the body
Hunger is one of the oldest and most practical phenomena in human’s life and its
use as a method of healing is as old as the humankind itself. Although healing by hunger
is not typical only for man. Animals, lead by an instinct, use hunger as a healing method.
Sick dog, cats and horses stop to consume nutrition (Horáková, 2008; Cingoš, 1998).
It is possible to compare human organism to an oxygen burning device. The
amount of fuel equivalent to approximately half a kilogram of fat is burnt in it over
twenty-four hours. As soon as we stop the intake of fuel, the body immediately changes
its way of supplying. The fuel is administered from internal reserves. The nutrients that
are least needed such as excessive tissue, various lumps, adhesions that only restrict the
body’s functioning, are burnt first. That is why in many cases a long-term starvation
leads to curing cancerous tumors.
It is known that under the influence of a fast the organism is disposing of useless particles. During the fast we burn approximately half a kilogram of tissue, harmful
substances, fat, tumors, phlegm and other needless matter, what’ s more, we even save
a huge amount of energy that is necessary for digestion. The body has to rid itself of
all waste and extra food. Heart, bowels, liver, spleen, skin and various glands work diligently. All of these organs participate in the process of using the nutrition.(Horáková,
2008; Cingoš, 1998; Nikolajev a Nilov, 1996). The increase in the number of red blood cells occurs during starvation. The 100% increment of hemoglobin happened after
a twelve day fast. The quality of blood improved as well. A decrease in the muscle
volume occurs throughout a long-term fast. The loss of fat and muscle is not a threat
to the body. A short-term fast does not decrease the number of muscle cells. The blood
circulation improves as well. The organism is compelled to use the proteins scattered
over the arteries, which has a rejuvenating effect on the organism and boosts the calcium-riddance of the arteries and the increase of their passage.
After the completion of a hunger-strike the increase in the production of fluids
with an increased digesting ability occurs. The abscesses are cured, the enormous appetite and uncomfortable feelings diminish. Hunger also cleanses the digestive system in
the fastest and most natural manner.
The effective rejuvenation of skin is visible. Sharp lines and wrinkles subside.
Blemishes, colorless spots and boils gradually disappear. The skin is taking on a finer
tone and the tissue structure is improving.
Hunger-strike improves the physical and mental condition of an individual. Literature even describes cases, particularly, of depressive and fear-stricken patients on
whom starvation had very beneficial effects. Hunger positively affects all senses. The
sight becomes sharper. Cases in which the cataract completely disappeared during the
fast were chronicled. Many cases of deafness disappearance occurred as well. Maybe
it’s caused by the fact that Eustachian tube which links the inner ear with the nasal
306
area, is disposing of the filth and cataract residue(Cingoš, 1998; Nikolajev a Nilov,
1996).
Drinking and hygiene during the fast
It is recommended to drink as needed, preferably clean water. The intake of milk,
fruit or vegetable juices is not advised during the fast. Milk is a food (babies). Fruit and
vegetable juices belong to a special diet, which starts the starvation.
It is necessary to be increasingly hygienic over the fast. It is required to shower
often, brush the teeth, wash the tongue (with an edge of a flipped coffee-spoon), walk in
the fresh air and sleep long enough.
Body organs during the starvation
If the organism has nothing to digest, it will start to consume its own organs. This
is exactly where the important facts emerge. The consumption of the reserves in various
organs is unequal. The slightest losses are in the nerve centers and heart (Nikolajev
a Nilov, 1996).
The most important facts concerning the fast
Starvation or fast is not merely a religious matter, it works to prevent various
diseases and can even cure them.
It has a rejuvenating effect.
It is necessary to consult a physician before the first hunger-strike, preferably
such who has their personal experience with it.
Do a research, using appropriate resources.
Not to worry! A voluntary decision to fast is important.
It is recommended to practice fast during a weekend or holiday, when one has
enough time to purify their body, enough sleep, and exercise in the fresh air.
Keep your feet warm! The risk of getting a cold.
Remember! How many days to fast and how many days lasts the reverse phase.
During the reverse phase the salt mustn’t be added to the meals. To consume
meat, meat products, mushrooms and eggs is forbidden. Alcohol and smoking is restricted. The violation of these rules is dangerous for the body (Horáková, 2008; Cingoš,
1998; Nikolajev a Nilov, 1996).
307
The weight loss of specific organs and tissues in percentage
Who can’t fast:
– breast-feeding mothers,
– patients with following conditions - lung tuberculosis, Basedow disease, adinism, disorders of central nerve system, acute conditions that require a surgical
treatment - acute appendix, entanglement of bowels, cysts, abnormalities of
inner organs, high level of exhaustion especially in the elders,
– HIV positive patients (Nikolajev a Nilov, 1996).
Conclusion
It is up to the contemporary medicine itself to rediscover the beneficial influence
of fast on human organism and to seriously begin establishing the research of relevancy
of its indications in relation to various diseases. Besides the improvement of physical
fitness and health it also brings an unexpected rush of energy and optimism. It can restore lost health. Patience and inner strength are highly recommended during the fast. The
feeling that we have done something good for our health is worth it.
VÝZNAM PÔSTU PRE MODERNÉHO ČLOVEKA
Abstrakt: Pojem ozdravná hladovka alebo pôst sa v odbornej a populárnej literatúre nepoužíva príliš často. Dokonca mnohí lekári a iní medicínsky vzdelaní odborníci
sa k tejto problematike vyjadrujú zriedkakedy alebo vôbec nie. Pôst alebo dlhodobé
hladovanie je ako dobrovoľné odmietnutie akejkoľvek stravy, teda i štiav jedným z najdôležitejších, ale súčasne najmenej chápaných spôsobov uchovania a obnovy zdravia.
Pôst doporučujú a praktizujú všetky veľké náboženstvá: kresťanstvo, islam i budhizmus.
Hladovku sami praktizovali a ňou i svojich pacientov liečili mnohí významní liečitelia
či osobnosti vedeckého života v minulosti. Môžeme spomenúť napríklad Hippokrata,
zakladateľa racionálneho a dynamického lekárstva, nazývaného „otec medicíny“, Abú
Alí al-Husayn ibn Abdalláh ibn Sína (Avicenna), Pythagora, Sokratesa, Platóna, ďalej
308
zakladateľa racionálnej hygieny Christopha Wilhelma Hufelanda, či amerického spisovateľa, nositeľa Pulitzerovej ceny Upton Beall Sinclaira. Súčasná západná lekárska veda
stratila pôst, pretože podľa nej sleduje čiste náboženské účely očisty duše, ale neprináša
žiadny úžitok telu. Fakty však dokazujú opak. V literatúre nájdeme opísané prípady,
kedy sa pôstom vyliečili i niektoré nevyliečiteľné ochorenia. Je na samotnej súčasnej
medicíne, aby opäť objavila blahodárny vplyv hladovky na organizmus človeka a začala
sa seriózne zaoberať výskumom vhodnosti jej indikácie pri rôznych ochoreniach.
Kľúčové slová: pôst, slávne osobnosti medicíny
309
School and Health 21, 2010, Health Education: Contexts and Inspiration
BIOETHICS AND ENVIRONMENTAL ETHICS
AS PART OF THE TRAINING OF FUTURE
CIVICS AND SOCIAL SCIENCES
BASICS TEACHERS
Petr JEMELKA
Abstract: This paper focuses on the area of extending the contents and scope of
traditional ethics by bioethics and environmental ethics. They undoubtedly reflect very
serious issues of the contemporary world (global environmental crisis, the value of health and life etc.). These issues are not a simple fashionable trend, but they significantly
touch upon the future prospects of our civilization. Bioethics and environmental topics
thus currently become a substantive part of real politics. The issues of health care,
population policy or protection of the environment therefore make an important part of
campaign platforms of most political entities – from local to national levels.
Training of qualified Civics teachers thus cannot leave out this aspect of philosophy and ethics which has such strong ties to practical life issues.
Bioethical issues are thus a way to a really creative school education. They are
based upon a concrete information basis, which is up-to-date and attractive (e.g. the
question of cloning) and yet easily available to get oriented in the subject. They therefore have an important potential for meaningful educational/instructive activities.
Keywords: bioethics, environmental ethics, environmental crisis, health, protection of the environment, training of teachers, educational programms
Josef Šmajs, a philosopher from Brno, says in his The Lease Contract with the
Earth: “Globalised culture also devaluates the traditional structure and content of school education. Also today, school provides us lots of useful knowledge; however, in the
sensitive phase of human ontogenesis in which cognition is relatively easily connected
to values, it does not develop thinking respectful of the Nature. School does not teach us
what is the Nature and natural evolution...“1
It is exactly the consciousness or intuitive perception of such a situation which is
1 Šmajs, J.: The Lease Contract with the Earth. In: Jemelka, P., Lesňák, S., Environmentální etika. Prešov
2008, p. 90.
311
the challenge and inspiration for all the creative and passionate teachers, methodologists
or workers in eco-centres, who strive for overcoming such a cognitive and emotional
deficit in the education and instruction.
The development of the natural-science aspect of the educational effort is surely
an important and essential part of such a process. Social-sciences potential is also quite
large; civics at primary schools and social sciences basics at secondary schools belong
also among important fields which provide space for such topics. For such a reason,
environmental topics are considered to be important aspects of the training of future
teachers of the above-mentioned subjects, as such a scope of topics touches upon almost
all the aspects or parts of the subject-matter of such studies (philosophy; ethics; political
sciences; aesthetics; culturology; economics; etc.).
In such a context, it is also important to realise that bioethics and environmental
topics thus currently become a substantive part of real politics. The issues of health care,
population policy or protection of the environment therefore make an important part of
campaign platforms of most political entities – from local to national levels (including
foreign policy level) – see e.g. concepts of sustainable development as a standard political doctrine of many countries.
The ongoing social debate thus requires culturing of pupils and students in order
to make them better informed, and also able to hold dialogues (development of tolerance, art of argumentation, etc.). For such a reason, such topics are closely linked to the
culturing of the value and attitude components of personality development.
***
This paper focuses on the area of extending the content and scope of traditional
ethics – this means, so-called environmental ethics and bioethics. Without any doubt,
these reflect quite topical issues of the present times (global environmental crisis, values
of health and life, etc.). Such issues are not simple fashionable trends, but they significantly touch upon the future prospects of our civilisation.
Training of qualified teachers thus cannot leave out this aspect of philosophy
and ethics with such a strong ties to practical life issues. Teachers of Civics and Social
Sciences Basics will surely cover such issues within the framework of their educational – instructive practice. For such a reason, a new course (Bioethics) was created in
our Department (within the scope of the above-mentioned development project), which
should help in the basic orientation in this internally quite extended and demanding,
however without any doubt very attractive scope of topics in this area of special training
of future teachers.
The objective of this paper is not to give detailed information on the subject matter of this newly implemented course.2 We wish to outline a certain conceptual approach towards the above-mentioned field of studies (bioethics and environmental ethics),
which has become a concrete methodology basis for its creation.
Let’s begin giving a reference to a document of international validity – the Universal Declaration on Bioethics and Human Rights from 2005.3 The Declaration is a reaction
to the contemporary development of science and technology and it leads to the requirement
for the acceptance of global responsibility also for the moral aspect of such a development.
2 The syllabus of this new course is attached.
3 See Universal Declaration on Bioethics and Human Rights. UNESCO, Paris 2005.
312
Such a responsibility applies both to the preservation of cultural diversity and interests of
future generations, and biodiversity – protection of all forms of life. It starts from the fact
that man is an integral part of the biosphere; however, man is the only creature responsible
for her/his behaviour and s/he is capable of realising such a responsibility.
Referring to this key document, we would like to argument in favour of the
approach we have chosen for the creation of our concept of the bioethics course. The
point is that nowadays, we may encounter two approaches to this subject field. The
usual (quite narrow from our point of view) understanding of this subject more or less
reduces bioethics to a reflection on the issues of medicine and nursing ethics. Generally
speaking, such an approach falls into an anthropological reduction of the issue, as it
deals mainly with moral aspects of human health and disease, dying and death or human
reproduction.
A wider approach, however, understands bioethics as a specific reflection on the
phenomenon of life (which means not only human life). Life is looked upon as a universal value – which corresponds to the original definition of bioethics at the time of its
creation in the seventies of the last century. For such a reason, environmental ethics may
also be included and meaningfully developed within the scope of bioethics approached
in such a manner.
Expressed in other words, such a narrow common approach towards bioethics
leads to a paradox when life ethics is mostly focused on the death and suffering, reducing thus its focus on the life as a whole just to a human life. Another essential problem
is the fact that such a reduced approach means that such an ethics is in fact mostly applied ethics (typically professional ethics of healthcare professionals, etc.).4
We prefer to see a wider scope of bioethics as being based upon a core value –
life. This is why it includes both the specifically anthropic reflection and the value and
moral dimensions of existence of other than human forms of life, including thus also the
relatively autonomous area of environmental ethics.
Bioethics is thus developed with a view to the necessity of interconnection of
biological (including environmental) and social reflections – anthropologic and culturologic. It also interconnects the systematic approach (determination of basic issue
areas; defining of key terms) with the histographic level, dealing with the development
of reflection on this scope of problems as an essential and important part of the ethical
theory.
***
The enforcement of such an approach towards bioethics and its basic scope of
topics may also be perceived as a certain meaningful innovation of the teaching of social
sciences. This is a really concrete connection to a scope of topics which are very attractive (also due to mass media influence). Thanks to the instruction of socio-scientific
subjects, bioethical issues may embody the way in which pupils and students face hot
themes and issues of the contemporary world.
As it has been already said, such a situation will require a further amplification
of the specialised instruction of teachers who will need specific information on the situation in the related fields of science, on the implementation of technological possibi4 Applied ethics does not have its own authentic value basis; it is usually based on quite a general formulation
of values with a high level of abstraction, which enables an universalistic applicability of these.
313
lities and on the status of legislation and basic valid legal standards, applicable to e.g.
research, medicine branches, human reproduction, hygiene, but also animal welfare and
legal status of the environment protection.
It is also important to interconnect such an “information basis“ with knowledge
of the specific political and economic situation – let’s mention, by way of example, different aspects of the healthcare reform, biocombustible-programme subventions, but also
some aspects of the problems of minorities (sources of racism and xenophobia), etc.
Bioethics may thus be very likely regarded as a means by which the instructive
and educational aspects (not only) of social science may be successfully based upon
specific, interesting and important issues, in which the originally not very captivating
and general method of instruction may be transformed.
In such a manner, an important connection may be created e.g. to the multicultural-education scope of issues (see e.g. the above-mentioned topics of xenophobia and
racism) or global education (environmental topics from the point of view of global environmental crisis; humanitarian aid or medicine-ethics issues in underdeveloped countries, etc.).
Due to the content attractiveness and diversity, it is also possible to point out that
such a diversity also provides an important didactic inspiration, which especially means
that it offers possibilities for the development of less traditional educational methods –
in relation to the ultimately discoursive character of bioethics.5 Suitable methods may
considerably improve the level of instruction not only of social science – projects, case
studies, simulation games, brainstorming, etc. Such methods represent an important factor for the creation of much desired interdisciplinary relations. Bioethical issues may
thus offer an important interconnection to other subjects through cross-sectional topics.
The list is far from being complete; we may anticipate e.g. possibilities in the area
of the choice of career (science; medicine; cosmetics; agriculture), family education
(health; reproduction; care for the handicapped), aesthetic education (non repeatability
and beauty of live nature; aesthetically creative aspect of project education), issues of
healthy lifestyle (hygiene; nutrition; healthcare, etc.), etc.
Bioethical issues are thus one of the ways to a really creative school education,
as such issues are not based upon vague and general motifs or topics, but it is built upon
a very strong concrete information basis, which is up-to-date and attractive (e.g. cloning) and yet easily available to get oriented in the subject, offering thus important (and
also vital) topic potential for meaningful educational – instructive activities.
Attachment:
BIOETHICS
(Syllabus of the Department of Civics of the Faculty of Education of the Masaryk
University of Brno)
I. Introduction to Bioethics Studies
1. Bioethics as a part of the ethical theory; anthropocentric and biocentric scope
5 The characteristic feature of this subject matter is the fact that it is not a domain only for experts, but it includes an all-society public discussion on sensitive topics (typically, e.g. abortions, euthanasia, etc.).
314
of bioethics; application (normative) and descriptive approach to bioethics.
2. Science and technology as direct sources of bioethical topics (research using
biological material; possibilities of medicine technologies; anthropogenous
changes of biosphere).
II. Bioethical Reflection of Live Nature Value
1. “Life“ – the core category of bioethics (from the biological to axiologic definition).
2. Issue of rights of live organism in the contemporary context (cloning and genetic engineering).
3. Environmental ethics (origin and development of ethical reflection on environmental problems).
III. Anthropological Issues of Bioethics
1. Human life as a specific value; pursuit of human nature; issue of justification of
the influence upon the human life (interference in human behaviour; research
using human beings; ethical aspects of legislation – absolute punishment; eugenics; problem of racism).
2. Beginning of human life (ethical aspects of human reproduction; assisted reproduction; prenatal diagnostics and its moral impacts; abortions).
3. Human life in health and disease; corporal and mental health as a value; length
and quality of life; issues of medical and nursing ethics (patients rights; ethical
aspects of transplantation).
4. Bioethical reflection on dying and death (death as a part of life; human intervention in the natural end of life - euthanasia, suicide).
IV. Bioethics and the Education towards Citizenship
. Bioethical issues as an important part of education and instruction (development of knowledge, skills and approaches); citizen and healthcare (importance
of voluntary blood and bone marrow donorship; prevention; healthy lifestyle).
2. Demands for teachers.
3. Principal recommended methods.
BIOETIKA A ENVIRONMENTÁLNÍ ETIKA V PŘÍPRAVĚ
BUDOUCÍCH UČITELŮ OV A ZSV
Abstrakt: Příspěvek ukazuje potřebu rozšířit obsah „tradiční“ etiky o témata
bioetická a o etiku environmentální. Obě tyto dílčí disciplíny sledují závažné otázky
současného světa související s environmentální krizí, chápáním hodnot zdraví a života. Zdůrazňování významu bioetiky a environmentální etiky není jen „módním trendem“, jejich témata se zabývají závažnými problémy budoucnosti civilizace, stávají se
součástí politických dokumentů. Péče o zdraví, populační politika i ochrana životního
prostředí hrají důležitou úlohu v programu politických stran a ve volebních kampaních
na regionální i celostátní úrovni. Bioetická a environmentální etika má důležité místo
315
nejen v předmětech přírodovědných, ale také v předmětech společenských, především
v občanské výchově na základních školách a v základech společenských věd na školách
středních. Ani biotika, ani environmentální etika by tedy neměly chybět ve vzdělávacích
programech budoucích učitelů těchto předmětů.
Klíčová slova: etika, biotika, environmentální etika, ochrana životního prostředí, zdraví, vzdělávání učitelů, vzdělávací programy
316
School and Health 21, 2010, Health Education: Contexts and Inspiration
NEW AND OLD TASKS OF ERGONOMICS
AT BASIC SCHOOL
Petr KACHLÍK, Marie HAVELKOVÁ
Abstract: Child growth and development need suitable types and dosing of movement activities. Risk of insufficient movement activities (immobilization) belongs to
significant risks of school attendance, besides infections and overloading. In the city of
Brno 50 pedagogues have been inquired by means of anonymous questionnaires in 10
basic schools. Questions were focused on defects of the movement system with emphasising disorders of back (the incidence, diagnostics, prevention). In classrooms of onefifth of the teachers there are children with orthopaedic disorders of back. Just parents
should bring their children to regular and various movement activities, encourage them
in proper life habits, motivate them by joy of movement; the school should use short
exercise during lessons, motivation to movement in breaks, in interest groups and in
out-of-school activities, reduced performance evaluations in physical training lessons
and care of proper body posture.
Keywords: exercise, questionnaire, spinal column, motion, prevention, school,
teacher, defect, back, pupil
Introduction
Ergonomics is a new interdisciplinary scientific branch; its name comes from
Greek words ergon = work, nomos = laws. In several countries other terms are used
for this branch, e.g. “human engineering“ or “biotechnology“ (in the United States)
or “Engineering psychology“ (in Russia). Ergonomics is focused on effort to use findings of biological sciences effectively and intensively in design, planning, projects and
construction of technical devices to serve people, in operation of the devices also with
regards to appropriate environment. Biological factors of tools, machines, instruments,
operating practice and environment are equivalent or dominant aspects besides technological, engineering and economical criteria (Hrubá, 1995).
Ergonomics influences especially the following fields (Hrubá, 1995):
Means for work (machines, tools);
Working technology and placing;
Organization of work and relaxation routine;
Forms and ways of training and education;
317
Protection of workers;
Choice of workers.
School practice applications of ergonomics affect the following items (Hrubá,
1995):
Equipment of general and specialized classrooms, cabinets, study rooms and
other workplaces;
Working processes, arrangement of workplaces;
Organization of school time structure for teachers and pupils (lessons, breaks,
work, relaxation, leisure time);
Contents and forms of acting on pupils, apprentices students;
Health damage prevention at school;
Choice criteria of pedagogical workers and pupils.
In this paper the authors are focused on back disorders problems and their prevention.
Spinal column
The spinal column consists of 33–34 vertebrae: 7 cervical, 12 thoracic, 5 lumbar,
5 sacral vertebrae secondary fused to the sacrum and 4–5 vertebrae coccygeal that form
the coccyx. They work as a functional system. Every vertebra consists of three parts
of different function: the body, the arch and diapophyses. The vertebrae are mutually
connected by joints, ligaments and muscles. By means of this structure the vertebrae can
keep stable position of the body and are also movable to such extent that they enable
various movements. Intervertebral discs between adjacent vertebrae act as absorbers
to protect the spinal column against shocks and they influence the range of movement
of individual spinal parts. So the mobility of the spinal column is given by the sum of
movements between individual vertebrae; the range of movement is determined by the
shape of junction surfaces, the shape and angle of vertebral spines and relative height of
intervertebral discs (Dobeš, Michková, 1997; Zelená, 2004).
In the thoracic part the spinal column is connected with the ribcage and in the
sacral part with the pelvis. Many ligaments and muscles are bound to the spinal column
that carry out mutual movements of individual vertebrae resulting in movements of the
whole spinal column and the body.
From the lateral view the spinal column shows multiple curvatures, which increases its stability. The curvatures must be proportional, the lordosis in the cervical area,
the kyphosis in the thoracic area. The excessive lordosis is called hyperlordosis, the
excessive kyphosis is hyperkyphosis. From the anteroposterioric view the physiologically minimal curvature is called scoliosis, the excessive curvature is considered to be
pathological.
Basic movements of the spinal column are forward bends, backward bends, bends
aside, rotations and springy movements (Dobeš, Michková, 1997; Zelená, 2004).
The spinal column ensures supporting and movement function – it acts as the
support of the erect posture and as the movement axis of the body, it protects existing
important nerve structures (the spinal cord, nerves,); it is the organ of high sensitivity
318
(it participates in keeping balance in the space) and also the organ representing mental
processes. Proper function of the movement axis can influence not only the structures
existing in the spinal canal but also function of the body movement system as a whole,
i.e. limbs with joints, muscles and internal organs functions. Because of those multifunctional relationships the spinal column should always be perceived in connection with the
function of the pelvis, the lower limbs and muscles (Gúth et al., 2000; Zelená, 2004).
Importance of the spinal column to keeping balance has been clearly proved.
The area of craniocervical junction, where deep nuchal reflexes originate, is considered
to be very important. For keeping balance a correct proprioception is essential from this
area, whereas the function of the internal ear labyrinth is not necessary. The spinal column, as the movement axis of the body and the organ of balance, works as a reflexively
controlled function unit. If a position or function is changed at one end of the spinal
column it is immediately manifested at the other end (Lewit, 1990).
As regards the function of the spinal column, the most important part are the so
called “key areas“ or “key segments“, the transition parts where functions of the spinal
column are suddenly changing. It concerns the craniocervical, cervicothoracic, thoracolumbar and lumbosacral junctions (Lewit, 1990).
The cervicocranial junction (head joints) enables extensive movements in all
spatial directions and is able to bear the heavy head at the fragile cervical part of the
spine. Functional discrepancies reduce mobility of this part, they can cause higher tonus
of postural muscles and failure of balance.
In the cervicothoracic transition the very movable cervical spine passes into the
least movable thoracic part of the spine. (The mobility is reduced by connection of ribs
and the shoulder girdle with voluminous muscles). The spinal column is heavy loaded
in the area of the thoracolumbar transition; here the movement mechanism of the thoracic spine is changed in the lumbar mechanism in the place of the last thoracic vertebra.
The function discrepancy of this area results in spasms of many spinal, abdominal and
pelvic muscles.
The lumbosacroiliac junction is the basis of the spinal column with decisive influence on the body statics. It transmits the motion from the lower limbs to the spinal
column and acts as the shock absorber. The spine and pelvis represent a function unit.
The pelvis connects the spine with the lower limbs; it transmits the motion from the
lower limbs to the spinal column and acts as the shock absorber. In the pelvic area there
are strong muscles and ligaments to ensure sufficient firmness. The pelvis consists of
three associated bones: os illium, os ischii and os pubis. The symphysis line of the bones
is approximately Y-shaped and goes through the acetabulum of the hip joint. The both
parts of the pelvis are anteriorly connected with the discus interpubicus and posteriorly
with the sacrum. The pelvic bone and the sacrum are connected in the sakroiliac junction
that enables mobility of the pelvis. The function of the pelvis and its influence on the
statics depend in substantial measure upon the pelvis type. Different pelvis types exist
according to considerable variability of the last lumber vertebra, which is called “the
transitional vertebra“ (Lewit, 1990; Zelená, 2004).
The key areas used to be the place of primary functional deficiencies of the spine
that affect particularly children. They influence the whole spine, also due to secondary
disorders - the spinal blocks (Lewit, 1990).
319
Back muscles
The back muscles are sorted in three levels: the deep muscles of the back (intrinsic muscles), the intermediate muscles and the superfacial muscles. The deep muscles
of the back are situated along the spinal column. The deeper muscle is, the shorter is the
respective muscle fascicle. The shortest fascicles connect only two nearest segments.
The deepest layers of muscles influence mutual position of individual vertebrae.
They are even activated by the thought of movement. They act in the sense of extension
and several of them can decrease the pressure in the intervertebral discs. The intermediate layers connect more segments and control individual parts of the spine. Participation
of the superfacial muscles in keeping the upright posture of the body is minimal; they
play a role at instability.
The activation of the both sides of the back muscles complex enables extension
of the spine at fixation of the pelvis. So the lumbar lordosis can be increased and the
muscles are activated at respiration. At side bending the one side activation produces the
rotation of vertebrae to the other side (Véle, 1997).
Muscle syndromes
Functional defects of the motion system result in a gradual imbalance between
the weakening physical system and the tonic system. The tonic system is getting dominant and becomes shorter. This imbalance is most evident in the area of the pelvis and
the shoulder girdle.
The imbalance in the pelvic area is called the lower cross syndrome; it can change static and dynamic conditions in the pelvic area and the corresponding spinal parts.
Consequently the pelvic anteversion is developed (the forward turnover) with the more
significant lordosis in the lumbosacroiliac transition area and then the load distribution in the hip joints and spinal the segments is changed in the lumbar and sacral areas
(mainly in the discs). Consequently the extension in the hip joint is insufficient and the
anteversion of the spine can be intensified, which causes the continuing overload of the
lumbosacroiliac spinal parts. The so generated anteversion is subsequently compensated
by the lumbar hyperlordisis caused by the flexion in the hip joints. The hip is loaded
unsteadily and responds to the situation by adaptation reconstructure of the bone. The
intervertebral discs are also loaded enormously in this section and gradually degenerate.
Also intervertebral joints are affected. Contractures can occur as reaction on painful
excitations. This state can consequently influence walking (Dobeš, Michková, 1997;
Zelená, 2004).
In shoulder girdle the so called upper cross syndrome can occur. It is manifested by the forward head posture with overload of the cervical spinal column, by the
increased cervical lordosis, the rounded, forward shoulders and change in position of
shoulder-blades. Changes can appear in the shoulder girdle area, abduction of shoulder
blades and overload of the muscular apparatus, which can cause change in position of
the shoulder joint and degenerative changes. Disorder of the cervical spine can provoke change in the cervical sympaticus whose plexus is situated here and also the nerve
structures connected with inner organs (Dobeš, Michková, 1997; Zelená, 2004).
The third muscle syndrome is the layer syndrome with alternation of hypertrophic and hypotrophic muscle layers. At the dorsal side of the body the layers can exist of
320
hypertrophic and shortened muscles in the area of the hip, crura and glutea, hypertrophic
erecting muscles in the area of the thoracal and lumbar spine, the layer of weakened
inter-blade muscle and the layer of hypertrophic and shortened upper fibres of the rhomboid. In the front part of the body the weakened ventral muscle structures dominate with
the shortened sternocleidomastoideus, the weakened deep flexor muscles, the hypertrophic shortened muscle iliopsoas and the straight semitendinosus (Dobeš, Michková,
1997; Zelená, 2004).
Body posture evaluation
In the sagittal plane the human spinal column is visibly physiologically double
curved. We can here find (Lewit, 1990):
Cervical (C) lordosis (the spinal column is arched with convexity forward);
Thoracic (Th) kyphosis (arched with convexity backward);
Lumbar (L) lordosis;
Sacrococcygeal (S-Co) kyphosis.
Those curvatures make the spinal column more flexible and in a complex with
the intervertebral discs they enable damping of vertical shocks, mainly by walking.
The spinal column of newborns is straight, its shape changes in dependence on
the underlayment used. In the first months the child begins to lift up the head and at first
the cervical lordosis begins to form. At sitting the thoracic and lumbar parts of spine are
in one kyphotic bend – the dorso-lumbal kyphosis. The thoracic lordosis is formed as
late as in the standing position. The final formation of the human spine is finished not
before the age of twenty.
The upright posture is a complicated matter. The so called posture stereotype
of the posture is ensured by participation of the inborn unconditioned reflexes and the
acquired conditioned responses that ensure the posture stereotype. The posture is quite
individual characteristic and exceptions considered as pathological can not be easily
defined. Nevertheless the postural standard has been defined, which is used in attempts
to evaluate and to define the posture variations. However, to declare a posture as pathologic is problematic (Lewit, 1990).
Postural standard (Janda, 2001):
Lateral view: the perpendicular going from the external auditory meatus going
through the shoulder joint and the centre of hip joint, terminated in the os naviculare of the lower limb,
Backward view: the perpendicular going from the back of the neck, touching
the top of the thoracic kyphosis and then going through the intergluteal cleft.
Especially children are investigated in this way. If the child meets this standard
its posture is declared to be the proper one. Each difference from the proper posture that
is not caused by a structural change (inborn malformations of the spine or a disease, etc.)
is considered to be the defective posture (Janda, 2001).
Another simple and reliable investigation of the defective posture is the test of
the posture by Matthias. The child is in the standing position with arms horizontally rai321
sed forward at 90º for 30 seconds. If the position is not substantially changed during this
time, the posture is correct. If the head and the upper part of the thorax lean backward,
the shoulders go forward and the belly is pushed up, the posture is incorrect (Haladová,
Nechvátalová, 1997).
Correctness of the posture should be checked in the body resting position, i.e. in
the standing at attention position with the muscles relaxing but not relented (Haladová,
Nechvátalová, 1997).
The body posture of children can be evaluated by use of silhouettes images as
proposed by Klein, Thomas and Mayer; these authors distinguish four types of the
body posture: excellent, good, feeble and bad. Five basic criteria are evaluated: the head
position; the thorax- and abdomen position; the spinal curvature; the position of shoulders blades, sides, thoraco-brachial triangles and the shoulder silhouettes (Haladová,
Nechvátalová, 1997).
Reasons for development of the defective body posture
The defective posture is included among diagnoses sorted within the wider term
„postural defects“. Those problems are very frequent; they affect substantial groups of
population and concern function changes, later also structural changes connected with
pains. Medicine has studied those problems since the end of 18th century. A lot of works
exist that prove functional changes in about 80 percent of the population of children and
youth (Janda, 2001).
The muscular system is a decisive agent participating in development of the defective body posture. It is not only the muscular force which is decisive but mainly the
balance between individual muscle groups. Deviations of the proper body posture are in
most cases caused by muscular imbalances between muscles in the front and back sides
of the body. In such a pair, the first of the muscles is postural with tendency to stiffen
and the second is phasic with tendency to weaken. The both muscles compete in „tug-ofwar“ for the spine and the victory of the postural muscle against the physical one results
in the defective body posture (Tichý, 2000; Zelená, 2004).
There are many reasons for emergence of the defective body posture – the endogenous influences still have not been fully discovered, the exogenous influences are is
close relation with life style changes. The most frequent cause is shortage of physical
activities and exercises. This civilization factor concerns not only the adults but also the
children involved in the sedentary lifestyle. This handicap exists even among children
of the preschool age and if not detected in time, it becomes worse during the school
attendance. Besides the shortage of moving activities among children, e.g. as the consequence of the passive sitting at TV or computers, the bad nutrition and consequently
the obesity, participate in the muscular imbalance. Another factor with negative effect
is the stress. The muscular imbalance can affect also the sporting children because of an
unilateral load due to a certain sport - if it is not compensated with another exercises or
procedures (Janda, 2001; Zelená, 2004; Mužík, Krejčí, 1997).
The typical wrong body posture of children and adolescents is characterized with
slack muscles and a loose ligament system. In standing position it is especially demonstrated by the pelvis turned over in the forward direction, the elevated abdominal wall,
the higher lumbar lordosis and the thoracic kyphosis, in the upper body part by the pro322
truded shoulder blades with the prolonged shoulders and the forward head posture. The
lower limbs are often bent.
For adults a certain type of defective body posture exists which is connected with
structural changes of the spine or with a degenerative disease.
In most cases the defective body posture does not manifest an isolated local defect but it represents response to dysfunction of the whole motion system. The most sensitive structure is created by muscles that are considered to be a crossing area in which
changes in both the peripherial parts of the movement system and the central system
are reflected. Therefore according to the muscles reactions we can make conclusions
on defects in the peripheral areas and also in the central part which controls movement
actions (Janda, 2001; Zelená, 2004).
Generally summarized: the defective body posture represents a set of divergences from a norm that can be purposely compensated by muscular activities. These
functional defects are without evident structural changes, e.g. the slack body posture,
flat back, child’s round back protruded shoulder blades, scoliotic position of the spinal
column. They originate from muscles imbalances as consequence of a lack of the movement activities, exercises, at unilateral load, eye sight defects, hearing defects, failures
of mental development. It is manifested by shortening of hip flexors, knees, weakening
of abdominal muscles, increasing of lumbar lordosis, flexion of head. When the long
time problems are not detected and persist/are not solved, the described state is fixed as
permanent, it can progress and the organic damages can appear (Janda, 2001; Zelená,
2004).
Movement stereotypes
The dynamic movement stereotype is a temporarily constant system of conditioned and unconditioned reflexes which was developed on account of stereotypically repeating stimulations. Stereotypes are changed in time course, are influenced by internal
factors and react to external environment changes (Janda, 2001).
At healing of functional defects of the movement system and also the defective
body posture the most important task is to improve incorrect movement schemes, when
muscle coordination became negatively affected in consequence of defects of the central control. However, the movement stereotype is very individual and characteristic for
each of individuals. It is created during the human ontogenesis as a chain of conditioned
and unconditioned reflexes and it is not easy to define the threshold of a norm. In the
ideal case the movement stereotypes should organize movements as economic as possible i.e. with the minimal energy consumption (Lewit, 1990).
At evaluating of the movement stereotypes, the stage of activation and coordination is important for the muscles participated in the stereotype. The aim is to find if
a pathological stereotype exists, if it is fixed and in what extent of fixation. The stereotype of the hip joint extension, the thorax flexion, the abduction of the hip joint, the
shoulder joint and the neck flexion are evaluated most often. For each stereotype the
ideal time sequence of muscular activation is defined (Dobeš, Michková,1997).
The muscular imbalance, i.e. damping of physical muscles and hyperactivity of
postural muscles, can substantially disturb coordination of movements and proper movement schemes. Reorganization of pathological movement schemes is very complica323
ted and time demanding, with need of active and qualified patient participation (Lewit,
1990).
Sitting
In the course of social development the portion of sitting in human activities has
been substantially multiplied. The movement system of the human body is overloaded
not only by the increased physical effort but also by sedentary working conditions or by
activities connected with the continuous and repeated load of specific movement segments. Also the everyday sitting during school lessons overloads the movement system
of pupils. Not only back pains but also distant pains – headache, vertigo, formication
or strong pains in extremities are the most often consequences of our modern time and
they originate often from defects of the spine and the movement system.
The body posture and all movements can be realized either in the physiological
way when the respective structures are protected by a suitable loading or the body posture is “flaccid“ and the movements are unphysiological which can cause overloading.
Each sitting position should be evaluated individually, with considering its purpose.
Therefore it is accordingly important how relevant diseases, injuries and damages of the
movement system can affect the joints and the muscular system and change mobility of
the spine and the joints of extremities (Rašev, 1992).
Rašev (1992) uses the term “back school” for acquiring skills for convenient
behaviour towards one’s own body and principles of a modest loading of the organism
with using movement activities in a comprehensive methodical system. At the back
school this optimal behaviour towards the own body is trained with the aim to change
the long-life harmful habits responsible for all the troubles.
The most economical load of all spinal structures in the approximately normal
state (muscles without shortening, suitable height of intervertebral discs, joints free movable in whole extent) – it is the position that must be poised. The balance is ensured
by the poised muscles. It is the most convenient position that enables the axial load of
supporting structures although is can be easily deflected. This position is not-stable but
enables optimal distribution of loads acting on the intervertebral discs.
In the sitting position our body gravitates towards a loose sitting, with the rounded back, the pelvis flapped backwards; now the loading of intervertebral discs is uneconomical, the discs are wedge-shaped, the ligaments connecting vertebrae are disproportionately stretched. The short–lasting strong stress due to bending always brings
negative effects but young undamaged structures can subjectively resist them for a long
time. Such more often long-lasting and disadvantageous loading positions (the sitting
with rounded backs and the forward head) impact substantially on creation of adaptive
changes that enable the spine, its joints and muscles react to external effects and postpone threat of damage from overload.
If the body should sit upright, with the vertebral discs uniformly loaded in the
whole surface, it must be supported by the system of muscles and joints. If the muscles
are not shortened, have the normal structure and strength and are without damage effects, so the upright sitting can load economically the responsible muscle groups of
the trunk and the extremities. More often, however, the floppy sitting posture is used,
because the muscles are imbalanced, shortened and weakened. The sitting posture
324
with the rounded back can deform the intervertebral discs but is very well tolerated for
a short term if the intervertebral discs had not been substantially damaged (Rašev, 1992;
Zelená, 2004).
Children often suffer from the kyphotic sitting position, which causes the overload of intervertebral discs, the sternum compression and the share-bone symphysis,
the forward position of the head and the neck position and the hyperlordosis in the craniocervical passage. It can result in higher tension in majority of the postural muscles.
The function of the whole spine can be compared with a system of mutually connected
cogwheels: one of them is the cervical spine, the second is the thoracic spine and the
third is the lumbar spine. Thus, even the lowest part of the spinal column can influence
the highest part of the spine, i.e. any overloading of the lumbar spine after the long-term
sitting can result in pathology of any other spine part.
For maximal release the Brügger sitting position is recommended; the patient
is sitting at the very end of the stool, keeps his knees and legs apart, the legs propped,
the abdominal and the gluteal muscles are floppy. Then the pelvis is tilted forward, the
lumbosacral lordosis is enforced and the abdomen is arched forward. After assuming
this position the upper lumbar, thoracic and cervical spinal parts are being evened up
and reach the static balance. This sitting position can be a certain compensation of the
common kyphotic sitting position which is the most frequent working position in the
sedentary employment in the situation of muscles relaxed without any support (Rašev,
1992; Zelená, 2004).
Proper standing position and posture
The body posture should be ensured by the muscular system with exerting a
minimal energy for a certain long-term body position and without creating the bending stress that could cause overloading of characteristic structures. Simultaneously the
optimal position is instable because the body structure can be easily shifted from this
position.
In the upright position the body must permanently resist the gravitation. For the
most economic function of the muscles it is necessary, at average curvatures of the spine,
to adopt the standing position with the pelvis slightly leaned forward and the head kept
upright. The shoulders should be kept in the natural position, not forced backwards.
The distance between the lumbar spine and the perpendicular going from the
rear head should be 3-3.5 cm at maximum, the distance of the cervical spine 2 - 2.5 cm.
The angle formed between the head and the body is 90º. The angle between the feet is
30º - 40º; at longer duration of the standing position it is recommended to transmit the
weight from heels to tips and vice versa in order to avoid overloading the back muscles.
The lumbar spine is in the middle position (Rašev, 1992; Zelená, 2004).
Methodology
A probe was carried out in the segment of pedagogical community in Brno town.
The unstandardized and anonymous questionnaire (Ševčíková, 2004) with 14 items
(5 with the closed offer of responses, 6 with the half-open and 3 with the free offer
of responses), focused on etiology, diagnostics, incidence, school classes equipment,
325
therapy and prevention, addressed 50 teachers participated in the research from 10 randomly drafted Brno schools - 15 men and 35 women, their practice averaged 14 years,
43% of the respondents were teachers of the 1st grade of basic schools, 57 % of the
2nd grade of basic schools. Because of the small data collection, it was processed by
univariate analysis.
Results
All respondents know some type of spinal defects of children. The most frequent
responses of the teachers were: only scoliosis (68 %), scoliosis, kyphosis and lordosis
concurrently (29 %). 2 % of responses were “the shifted vertebra”, “the pressed vertebra”, “the rounded and flat back”.
17 % of the respondents teach a pupil with a spinal defect. They were informed
about the defect by the pupil or his parents (82 %), 18 % of respondents themselves
found out this defect.
22 % of the respondents (only women) know methods for detecting spinal defects. They were informed on the methods: by physician, in medical consulting rooms,
in studies at the Faculty of Education or by means of mass media. 68 % of the respondents are of the opinion that it is not necessary for teachers to know diagnostic methods
used for discovery of spinal defects.
One half of the respondents (52 %) would like to know more about the issues
of orthopaedic defects, 60 % of them would prefer the form of an information booklet,
40 % would choose an information seminary (here preferred mainly by women).
The most often responses of the question concerning causes of spinal were as
follows:
Lack of physical movement (52 %),
Bad sitting position (57 %),
Carrying heavy loads (52 %),
Unsuitable school furniture (21 %),
Rapid growth (21 %).
Most of the respondents were not properly informed about the appearance frequency of the defective body posture, muscular imbalances or spinal defect of children
(80 % is usually quoted). The nearest answer to this literature data was “50 %”.
If the children affected by spinal defects are just in classes with the respondents
as teachers, so in 47 % of such cases they are given preferential treatment by using two
sets of textbooks (one set for the school, the second one for home) and by arrangement
of exercise breaks.
More that three quarters of the pedagogues (84 %) try to guide the children to
the proper body posture during their lessons, 52 % of them use verbal notice by calling
attention to bad sitting with sequential advice to repair. About one third of the respondents (28 %) enable relaxation breaks for pupils with stretching exercises in all lessons
to compensate the stiff sitting in school benches.
All schools participating in this research offer pupils activities of various interest
groups. The most frequently quoted activities are:
326
Floorball (36 %),
Sporting games (36 %),
Body ball exercise (15 %),
Remedial exercise (31 %),
Aerobic exercise and swimming (8 %).
69 % of the respondents consider the class equipment to be satisfactory, also for
the pupils with the spinal defects, and they are positive about its preventive function.
The teachers offered the following most frequent changes concerning education:
Equipment of the classes with vertically adjustable school benches and chairs
to adapt them to pupils‘ height requirements (69 %),
Integration of targeted compensation or relaxation exercises or at least stretching breaks in each of lessons (63 %),
Installation of remedial exercises minimally for 1 hour/day (58 %),
Possible purchase of two sets of exercise books not only for the pupils with
spinal defects (47 %),
Purchase of balls to supplement classical chairs (42 %),
Development of physical leisure activities in in-school clubs and school interest groups (37 %),
Opportunity for children to use sporting school areas during education hours
and also in their leisure time (37 %).
This probe in the environment of basic schools demonstrated that the pedagogues
had not usually exact opinion about mechanisms of the origin and diagnostics, possible
healing methods and prevention of spinal defects. Because of high incidence of the above mentioned problems in groups of children and adults and also according to interest of
teachers, the group of specialists from Department of Family Education and Health Education, Department of Special Education and other workplaces of Faculty of Education,
Masaryk University prepared a special information booklet. Here interested persons can
find basic facts about developmental spinal defects of children, methods used in detection of problems, the set of basic stretching or remedial exercises. For general overview
we here offer several selected content parts of this booklet.
General possibilities for restoration of muscular balance
The first step for the restoration of muscle balance is to normalize conditions
in peripheral structures of the movement system. An important part of remedy is release
and stretching of shortened muscular structures and strengthening of their weakened
parts. It is practically impossible to learn proper performance of the corresponding movements if it is complicated by existence of the shortened or weakened muscles.
Elimination of the muscle imbalance is the premise and precondition for re-education of physiological performance of more complicated movements, especially the
everyday movements. Physical training focused on health is applied not only for recovery of muscle balance but especially for rehabilitation of correct movement processes.
The muscle balance must be fixed continuously by exercises because daily disturbing interferences often persist (Kabelíková, Vávrová, 1997; Mužík, Krejčí, 1997).
327
Method of muscle balance restoration:
Investigation of the stage of shortening of postural muscles, phasic muscles
strength and movement stereotypes;
Training of proper breathing stereotype, muscle stress release and proper performance of controlled movements (slow movements, tension movements, movements in coordination with breathing) used for stretching shortened muscles
and for strengthening shortened muscles;
Release and stretching of shortened muscles,
Training of proper activation of appropriate muscles in movement schemes
with the aim to create a correct movement routine;
Finally, strengthening of weakened muscles (Kopřivová, 2001).
School chair usability for sitting
The nature of the human body is to change position often, not to remain at one
place too long. Nevertheless, for working activities demanding on concentration our
body must remain in a relatively stable position. This solution is not however suitable
for our movement system because certain muscle groups are loaded statically more intensively and for longer time than the others.
In basic schools the pupils spend in the sitting position in the school bank number
of hours per day and are demanded to be fully concentrated on learning. The structure of
lessons does not enable them to move significantly during the lessons; therefore their movement system is statically considerably loaded. One of methods for solution of this problem
is a system for dynamic sitting and proper choice of sitting furniture for school classes.
The systems for dynamic sitting enable to load dynamically both the postural
and phasic muscle groups. Stress and release of muscles alternate, without influence on
concentration and visual perception. It can be achieved by use of an unstable seat – by
means of a vibration chair which enables not only the stress-release alternation but stimulates the effort to stabilize the sitting position without a substantial unilateral muscle
activity needed for this stabilization.
The good chair should be equipped with such dynamic system but it is not often
possible because of the school environment and economic reasons. Therefore it is advisable at least to practice dynamic sitting and to change various (Rašev,1992).
Each of chairs should fulfil the following conditions:
Adjustable height of the seat;
Spacious and comfortable seat space;
Rounded front edge of the seat;
Fixedly adjustable backrest, with ability to move in front-and-back direction;
Backrest height should not exceed the shoulder blade area;
Adjustable supporting cushion in the lumbar spine area.
There is a certain alternative of such chair with the dynamic sitting system, namely the gym-ball. It offers the balance surface that produces reactions of the movement system similar to using this chair. The gym-ball is financially available and easy
to stock. Those balls can be placed in the gym room or the classroom, e.g. suspended
328
from the ceiling where they do not interfere in pupil’s movement and usual operation
of these rooms. The gym-balls can be used not only for exercise alone which becomes
more interested for pupils but also for sitting at school bench in some lessons. In this
way the balls can partially substitute unsuitable school chairs and influence positively
the movement system of the pupils during lessons. The gym-ball can be profitably used
also for exercise breaks in the classrooms.
Another aid exists to support the proper sitting, namely the sitting wedges. They
enable a natural position with the pelvis flapped forwards and are soft enough to ensure
the non-stiff position that can be continuously adapted to sedentary activities. Also this
aid can be used for children sitting in the school banks (Rašev, 1992).
Training of proper sitting
Starting point is the sitting position at a horizontal surface or slightly declined
forwards. The plane going through hip joints is several centimetres higher than the plane
going through the knee joints. The heels are on the ground under the knee joints, the
leg in the approximate angle of 45º and the feet follow the line of the thighs. The angles
between the knee and the insteps are obtuse (Rašev, 1992).
Manoeuvres important for proper sitting:
Pelvis flapped forwards;
Thorax raised;
Head in the body axis,
Abdominal breathing,
Shoulder relaxed, in external rotation, with pushed shoulder blades;
Thighs in the angle of 45º, foots under knees, in slight external rotation.
Existence of some shortened muscles hinders accomplishment of the proper sitting position. Therefore in the training we can not be concentrated on achievement of
a certain position until the stretching of shortened muscles is performed. It concerns
especially pectorals, neck muscles, quadratus lumborum, lumbar erector spinae muscles,
thigh muscles, hip joint flexors and calf muscles (Rašev, 1992).
Proper posture
The proper position of the standing body can be trained if the back is slightly leaned against the wall. In this way it can be easy checked if the spine curvatures agree with
the theory. Our hand should fit in the sufficient distance (3 -3.5 cm) between the wall
and the lumbar spine if the trunk is slightly pressed against the wall. Here the plumb
line hung down can be advantageously used for correction of the posture. The plumb
line hung down from the external auditory meatus should go through the shoulder, the
centre of the hip joint, the knee and the forefoot. If the plumb is hung from the back of
the neck in the frontal plate it should go through the spine, between haunches and end in
the centre between the feet (Rašev, 1992).
Training of proper posture (modified by Dohnalová, 2002)
Upright head, the neck pulled back and up, the chin tighten slightly drawn to the
chest and in the right angle with the neck axis;
329
Thorax slightly arched forward;
Spine smoothly physiologically curved;
Shoulders released down and backwards;
Shoulder blades enclose the back part of the thorax in all extent;
Abdominal and gluteal muscles are contracted;
Lower extremities are non-violently stretched in knees;
Body mass is on external side of the extrinsic part of the front feet.
Discussion
This contribution is not presented as a collection of generalized inquiry data; it
is only a probe which should earn more detailed verification with use of more numerous
respondents from schools of a different character (situated in the city, smaller town,
village).
From the data of this research it is evident that a discrepancy exists between the
wish of pedagogues to know more about problems of spinal defects and the children’s
body movement system, and the knowledge and current occasion to get it.
There are various school furniture designs that consistently respect ergonomic
demands. However, higher production costs and high quality materials are reflected in
higher prices which can be a limiting factor in the education branch. Nevertheless, for a
long time various organizations (health service institutions, hygienic stations, National
Institute of Public Health etc.), paediatricians and professional public bodies have pointed out to issues of suitable and accessible school furniture; for the present, the simple
and common solution has not been offered.
The body posture is a frequented concept that is used in various consequences
with professional topics and practical life, with interference points in many branches.
From the health care point of view the term “body posture“ is interpreted as a representation of a maturity stage of neural-motoric functions and also as a symptom of
various diseases and pathological processes, especially those concerning the movement
system.
The posture is changing during the human life course. It is a dynamic process
which is affected either positively or negatively by a lot of internal and external factors.
The posture can be substantially influenced by individual behaviour and style of living.
For each profession the typical posture exists, which is caused by a long-term
and unilateral loading of the movement system. Significant differences can be discovered e.g. for professions based on manual labour, in comparison with occupations with
prevalence of sedentary work. In the both cases the loading is not, however, well balanced and it shoud be suitably compensated by other movement activities and relaxation.
Similar situation occurs for children in the time of their obligatory school education,
when the children spend the major part of the day in school benches and their leisure
time usually at computers, TV or with another sedentary activity. Such style of living
and insufficient movement motivations results in continuing overload of the movement
system, defective posture, functional discrepancies and later structural malfunctions.
The posture is a very individual and to a certain extent subjective attribute. It
is not easy to define a norm or a scale to evaluate if the posture is good or bad. Many
330
authors, professionals of the health care or physical education, deal with the problems
of the posture and its evaluation in specialized (see e.g. Janda, 2001; Rychlíková, 1994;
Dvořák and Vařeka, 1999). Although the definition itself of the defective posture and
its evaluation are complicated, most of authors agree on primary prevention and remedy
measures. The proposed means are mainly: to remove muscle imbalance, bad movement
stereotypes, to motivate for convenient movement activities and to apply the back school principles on a long-term basis.
Most often the defective posture of children is detected in the basic school attendance age. In this period the children often change their lifestyle and reduce physical
activities. It is just school environment that can significantly participate in influencing
the health and movement ability of the school leavers. In this direction it depends on
knowledge and approach of pedagogues used for motivation of pupils to proper movements and regular physical activities.
There is a lot of options and procedures to prevent emergence of body posture
defects and to teach children the correct movement practice. In the present time many
exercise and health aids are offered that are effective and attractive for pupils (e.g. gymballs). They can serve as a motivation element for the pupils and first of all they increase
exercise effects.
The body posture problems have a bio-psycho-social character and they concern
every human. For successful results of repair endeavour supported by health workers,
pedagogues and other specialists, it is necessary to accept responsibility for own health
and to start taking it as a value that must be actively pursued.
Conclusions
Child population is influenced by many risky moments in the style of living
which includes also unsuitable working postures, movement stereotypes and low motivation to move. It is very important for pedagogues to know basic facts about issues of
orthopaedic defects, their incidence, diagnostics, therapy and prevention. School represents a sample that can intervene in the life of pupils strongly and in a desirable way.
The pilot probe was performed in the environment of 10 basic schools, focused on the spinal column defects. From this investigation it has followed that there is
a discrepancy between knowledge of the respondents and their willingness to learn more
profound and topical information. The teachers use various methods to activate children, motivate them to movement activities and teach them to enjoy such movements.
The school furniture can play an important both preventive and pathological role in the
incidence of spinal defects. The conveniently selected furniture must respect ergonomic
demands of users and enable not only convenient but also healthy sitting and undisturbed
school working. The tasks of parents should be to guide children to regular and variable
movements activities, to support proper lifestyle habits and joy of movement; the tasks
of school are to use appropriately exercise breaks in lessons, to motivate to movement
activities in the school break time, in interest groups, out-of-school activities, to reduce
performance evaluations in physical training lessons and care for proper body posture.
The team of the authors from several workplaces of the Masaryk University,
Faculty of Education, prepared a guideline with information about basic relaxation and
331
strengthening exercises, instructions for self-testing of physical ability and possible remedies of discovered imperfections/defects. The guideline is assumed to be published
on web sites, prepared in the form of the e-learning course or CD.
Early prevention and remedial measures (in the family, in the kindergarten), that
are applied in advance of organic damage of the movement system, restore harmony in
the health quality system, improve the quality of life and enable better well-being in
learning and at work. Also economic consequences are not negligible, e.g. lower consumption of medicaments, lesser medical benefits, lower number of sickness absence
days, quicker return to the normal life, etc.
STARONOVÉ ÚKOLY ERGONOMIE
NA ZÁKLADNÍ ŠKOLE
Abstrakt: Růst a vývoj dítěte s sebou přinášejí nutnost vhodného typu a dávkování pohybové aktivity. K hlavním rizikům školní docházky patří mimo infekcí
a přetěžování též riziko nedostatku pohybu (imobilizace). Byla realizována sonda na
10 brněnských základních školách, kdy bylo pomocí anonymního dotazníku osloveno
50 pedagogů. Otázky byly zaměřeny na vady pohybového systému s důrazem na problémy se zády (výskyt, typy, diagnostika, prevence). Pětina učitelů má ve svých třídách
děti s ortopedickými vadami zad. Úkolem rodičů by mělo být vedení dítěte k pravidelným a pestrým pohybovým aktivitám, podpora správných životních návyků a radosti
z pohybu, k úloze školy patří vhodné využívání tělovýchovných chvilek ve výuce,
motivace k pohybu o přestávkách, v kroužcích, na mimoškolních akcích, omezení výkonového hodnocení v tělesné výchově, podpora správného držení těla.
Klíčová slova: cvičení, dotazník, páteř, pohyb, prevence, škola, učitel, vada,
záda, žák
332
School and Health 21, 2010, Health Education: Contexts and Inspiration
TWO - FACTOR THEORY OF LEARNING:
APPLICATION TO MALADAPTIVE BEHAVIOR
Michaella BUCK
Abstract: Two-factor theory of avoidance remains one of the most influential theories of learning. It addresses a question of what works as a reinforcement of avoidance
behavior, and proposes that: 1. an organism associates stimuli in the environment with
aversive stimuli, and this allows these stimuli to evoke fear; 2. the avoidance response is
reinforced by eliminating these warning stimuli or by escaping from them, and therefore
causes fear reduction. The theory stresses interplay between stimulus learning (classical conditioning) and response learning (operant conditioning through fear reduction).
In the article, the explanation of some clinical problems through two-factor theory is
addressed.
Keywords: classical conditioning, operant conditioning, two-factor theory, psychopathology, natural phobias
In the middle of the 20th century it seemed that behaviorists were so tied with the
learning theories that they viewed Pavlov’s and Skinner’s laws as universal as Newton’s
law of gravitation. From the position of militant environmentalists (Seligman, 1993)
they stated that all behaviors are learned under influences from the environment. However, due to the disagreement of their younger followers we can look at the learning from
different perspectives, especially from the perspective of a third type of learning, and
answer the question if the conditioning is more complex that it seems.
A critique of the learning theories stresses that neither classical or respondent conditioning (CC) nor operant or instrumental conditioning (OC) are able to
explain from their positions the whole process of conditioning, especially avoidance
conditioning. Representatives of OC outline this process by negative reinforcement
which is studied during escape and avoidance conditioning. Laboratory experiments
confirmed that escape avoidance is relatively simple. An animal learns to press a bar
and thus switch off an electrical shock. Avoidance conditioning is more complex and
from many aspects more important because it is „relevant for some aspects of human
behavior” (Gross, 1992, p. 145). However, if OC will not overstep its boundaries
and will remain focused only on observable behaviors it will prevent them to explain
the whole process fully. Several theories tackled this problem. However, according
to Walker (1984), only one theory succeeded in resolving it by implementing covert
333
behavior into the process of conditioning and thus explaining not only avoidance
conditioning but also the role of avoidance in human pathology. It was a two - factor
theory.
Two – factor theory
By observing someone the change appears also in our behavior. To learn a new
behavior we need no rehearsals, no overt responses, and no reinforcement. We know it
before we perform it. This conclusion was reached not only by Albert Bandura but also
by Hobard Mowrer (1960) who introduced two-factor theory focused on the interplay
of classical and operational contingencies, and on this basis explained avoidance conditioning.
H. Mowrer believed that under some circumstances there is a need to overstep
boundaries of the observable and analyze the data which are not directly observable
because stimuli from environment do not trigger the overt behavior directly, but they do
it through mediators (thoughts and emotions). In contrast to overt behavior, emotions
and thoughts are not directly observable and measurable. It is possible only to assume
about them on the basis of overt behavior observations. Therefore thoughts and emotions are called covert behavior or covert responses. They function on the same principles
as overt behavior.
Mowrer’s experiments with animals represent a good analogy with human psychopathology (Stampl, (1987). In an experiment, rats got an electrical shock immediately after the sound of a buzzer. A buzzer was a warning stimulus (unconditioned
stimulus, US), and evoked pain and an emotional response of fear or anxiety (unconditioned reaction, UR). After a few associations, a fear originally triggered by a shock
was triggered by a buzzer. Even after the shocks were stopped, the rat responded by
fear on originally neutral stimulus (a buzzer). A buzzer, in this case a conditioned
stimulus (CS) evoked an emotional response of fear. So far everything was processed
in the framework of CC. At this point Mowrer overstepped it and penetrated into the
territory of OC. On the basis of OC, an animal learned to react differently. To avoid
a shock and to reduce a fear, it jumped over a barrier and escaped. This behavior was
negatively reinforced through the avoidance of shock before it acted. An animal learned to avoid a neutral CS (a buzzer). The process is called avoidance conditioning.
Lets’ summarize what has happened:
1. Based on the CC principles, an animal learns to fear a buzzer because it is paired with a shock. This conditioned fear is called anxiety.
2. Based on the OC principles an animal learns to avoid a source of fear. To avoid
shock it runs away. Because a buzzer is paired with a shock, an animal learns
to escape from a harmless stimulus, from a buzzer. It is called conditioned
avoidance. Escape weakens fear and a response is reinforced by consequences.
At the beginning, Mowrer’s theory changed only a view of the learning process.
Later, it changed the view on psychopathology, and became a basis for various therapeutic interventions, and promoted H. Mowrer into a position of a leading researcher and
theoretician in this area.
334
Before we move to applications of two-factor theory on clinical problems, we
have to mention traditional behavioral models of psychological disorders. It will help us
to pin point in which aspects a two-factor model is distinguished from them.
Behavioral models of psychological disorders
Behaviorists view all behaviors, adaptive and maladaptive, as gained according
to the same principles of CC and OC. The medical model of psychological disorders is
completely denied including the differentiation between stimuli and pathology lying beneath them. Opposite to psychoanalysts who emphasize the past, the focus is on present
behavior, which should be first operationalized, i.e. defined in terms of observable and
measurable behavior, and changed afterwards.
According to behaviorists, all types of abnormal fears are learned and gained
through CC. Any neutral stimulus acting simultaneously with the fear reaction gains the
ability to evoke consequently fear (Wolpe, 1962). For fear to grow into phobia, it should
be generalized. Through generalization, the fear is shifted on stimuli similar to CS.
A person learns to fear and avoid not only specific objects associated with US (for
instance one crowded square) but a group of stimuli (crowded squares in general). Learning theories support this finding by numerous pieces of evidence. For instance: Many
phobics suffering from the phobia of dogs reported that before the offset of phobia they
were attacked by a dog. Laboratory experiments with animals and humans showed that
if US is highly traumatizing only one-attempted trial is enough to make an association
between UC and CC to produce long-termed UR. Despite a number of supporting evidence, there is a lot of counterevidence. CC cannot be applied to all phobias. A strong
fear of snakes, bacteria or airplanes is experienced by many people who never experienced any direct contact with the object of their fear. On the other hand, not everybody
who experienced trauma developed a phobia. It is possible that the learning process
through CC is a part of the etiology of some phobias, but also different processes are
involved, especially preparedness to learning (Ohman, 2000).
In a laboratory research, A. Ohman confirmed that some phobias are learned
easier than other phobias. Those phobias which are easier learned are natural and more
frequent. An example is represented by snake and rat phobias which occur more often
than rabbits or ladybirds phobias. It seems that the basic perceptual qualities of the objects of these phobias as ugliness, speed and fast movement. These and similar findings
are consistent with the preparedness to learning (Ohman, 2000).
Similarly, A. Rachman (1984) believes that direct conditioning plays a role only
in a limited number of phobias. However, opposite to A. Ohman, he does not regard preparedness to direct conditioning as relevant but he views as possible the preparedness
for observation and learning from instructions and information. His view is supported
by Badelly (1990) who states that phobias are not required by a coincidental association
between a stimulus and a worried situation but they can be learned through imitation,
and they have a tendency to be associated with some objects and not others.
CC runs into difficulties when explaining the offset of phobias. However, the biggest difficulty it faces is when trying to explain the maintenance of naturally occurred
phobias (snakes, heights), because it fails to explain the reason for of their extinction.
335
Exactly this point was pin pointed by H. Mowrer. By all means his two factor model
can be labeled as a main theoretical attempt to explain maintenance and the extinction
of phobias.
Explanation of phobias based on two-factor theory
According to Mowrer, fear can be defined as an inner response which is gained
by the same principles as overt responses, through observation, or as an inner state
which is evoked by avoidance behavior. This concept of fear makes it approachable to
emotional analysis in the same way as overt behavior.
H. Mowrer viewed symptoms of fear as learned avoidance responses serving to
reduce anxiety. A phobic avoids stimuli such as cats, lifts, tunnels. An obsessive – compulsive person avoids dirtiness, disorder, anger. A schizophrenic avoids close relationships with people, and a hypochondriac avoids illnesses. If they do not avoid them they
face a fear. If they do avoid them they reduce fear.
The two-factor model reveals how people learn to avoid particular stimuli. Let
us illustrate this process on an example which offers two findings (Prochazka, 2000):
It shows that experiments with animals are useful in understanding how people learn
to avoid particular stimuli, but it also shows that the conditioning of disorders is much
more complicated than illustrated in experiments with animals.
A teenage boy was frequently punished in his childhood. When talking with enthusiasm and a full mouth at lunch about his football team victory, a mother slapped
him because it is not permitted to talk during lunch. When he presented his ideas, his
father ridiculed him. When he expressed his disagreements, his father reprimanded him
and his mother slapped him. He started to fear talking to his parents. In the language
of conditioning, the stimulus that triggered his fear was represented by his parents, and
throughout generalization by all people to whom he spoke. Later, at school, when he
was due to deliver his presentation, a conditioned fear was elicited. When he„got sick”
and thus„unable” to come to school and deliver his presentation, his fear was reduced,
and his avoidance behavior was reinforced. Even though his teachers had no intention to
harm him, he responded with anxiety and avoidance as if a symbolic slap waited for him
in any surrounding. He developed social phobia, an irrational fear linked to the presence
of other people. This debilitating condition forced him to avoid any social situation in
which he was supposed to present himself and consequently be evaluated.
It is obvious, that classically conditioned fear of an objectively harmless stimulus
formed the basis of an operant avoidance response. But, in a contrast to the experiments
with animals, the role in his fear was not played only by one stimulus as it is with animals (buzzer) but by the whole range of stimuli, and fear was triggered in relation to
the whole context (parents, adults, presentations). The conditioning reveals one more
difference between humans and animals. If more CSs are operating, the result is stronger
avoidance which develops easier and is more resistant to extinction as if fear is associated only with one stimulus (Stampfl, 1987). In humans, the avoidance is conditioned
not only by environment but also by what people imagine or feel in a given moment.
The boy experienced fear at any imagination of emotional experience, and to avoid it he
learned to avoid these images. It resulted into avoidance repression (Prochazka, 2003).
336
When he repressed his images, he was reinforced. His anxiety triggered by these images
was reduced.
However, when people avoid the object of their fear they also avoid „reality testing”. This is a key to understanding why phobias are outstayed (Mowrer, 1960). In our
example, after a boy learned to avoid social situations, he could not test that there is no
danger lurking in them, and his maladaptive behavior outlasted.
Two-factor theory is suitable for the explanation of the maintenance of phobias
(Stampfl, 1987) as it points out that avoidance is negatively reinforced by the reduction of fear while a CS is not present. Growing empirical evidence supports two-factor
theory’s as explanation of other psychological disorders as well, e.g. post–traumatic
stress disorder (Davison, 2004). The theory proved to be very successful in the therapy
of enuresis where it is regarded as „one of the clearest and lasting gains of behavioral
therapies” (Houts, 1991, p. 147).
Criticism of two-factor theory
Two-factor theory was criticized by behaviorists on one side, and by representatives of different psychological schools on the other side. According to Rachman (1984),
the avoidance is not motivated by a reduction of anxiety declared by Mowrer, but by positive feelings in safe places. To support his opinion he uses an example of agoraphobia,
the disorder which he views as motivated by the search of safety signals. He believes
that safety signals hypothesis is able to explain more accurately than two-factor theory
why an agoraphobic prefers to leave the house in a presence of a person he trusts, and
why he uses particular roads. The reason is that people and streets he trusts, represent for
him safety signals. This hypothesis is also able to explain why the loss of a close person
triggers an offset of phobia.
Representatives of a synthetic perspective on instrumental action (Bounton,
2007) point out other shortfalls of a two-factor theory. They stress the organism’s evolution history, and point out that especially this aspect was omitted by a two-factor
theory. They believe that avoidance learning was taught to occur rapidly if the required
response resembled a natural defensive behavior. In the opposite case, learning will
depend more on a feedback. M. Bounton (2007) remains consistent with the core ideas
that underlie the theory and views them as valid now-a-days, while simultaneously being argumentative that avoidance behavior should be approached more complexly and
more synthetically, because the field has become more ethological as was assumed by
Mowrer, and more Pavlovian, and more cognitive in the sense that what is learned is not
necessary identical with that which is performed in overt behaviors.
Conclusion
Despite many critical words, two – factor theory contributes to a better understanding of avoidance behavior, proving that two factors are still better than one. The
main theoretical attempt to explain the maintenance of naturally occurred phobias is a
two factor model stating that fear is learned by CC (1.factor), but CC is not able to explain the outstanding fear. According to the 2nd factor (OC), fear is reduced by escape
337
or avoidance of the object of fear. As an escape or avoidance is negatively reinforced
a person has a tendency to repeat this behavior (OC). Because the avoidance of the object of fear prevents reality testing, the phobias prevail.
H. Mowrer believed that the findings he gained by the exploration of overt behavior can be directly applied to studies of mental and emotional life. If it stands that
repeated overt response is extinguished if it is not reinforced than it can be expected that
the repeated fear response at simultaneous blocking of expected pain or punishment will
reduce a fear. This is not a trivial finding by any means, because it represents a base for
many behavioral therapy techniques which effectively help people to face their fears.
DVOJFAKTOROVÁ TEÓRIA UČENIA:
APLIKÁCIA NA MALADAPTÍVNE SPRÁVANIE
Abstrakt: Dvojfaktorová teória naďalej zostáva jednou z najvplyvnejších teórií
učenia. Adresuje otázku, čo posilňuje odpoveď vyhnutím, a odpovedá na ňu tvrdením,
že sú to dva procesy: 1. organizmus asociuje podnety z prostredia s averzívnymi podnetmi, čo umožňuje týmto podnetom vyvolať strach, 2. odpoveď vyhnutím sa posilní oslabením týchto výstražných podnetov alebo útekom od nich, čím sa zníži strach. Teória
zdôrazňuje interakciu medzi podnetom (klasické podmieňovanie strachu) a odpoveďou
(operačné posilnenie cez redukciu strachu). V príspevku sa zameriavame na objasnenie
niektorých klinických problémov prostredníctvom dvojfaktorovej teórie.
Kľúčové slová: klasické podmieňovanie, operačné podmieňovanie, dvojfaktorová teória, psychopatológia, prirodzene sa vyskytujúce fóbie
338
School and Health 21, 2010, Health Education: Contexts and Inspiration
ANALYSIS AND COMPARISON OF FACTORS
DETERMINING THE PROFESSIONAL
ORIENTATION OF SCHOOLCHILDREN
WITH PHYSICAL DISABILITIES AND HEALTH
IMPAIRMENTS AT SECONDARY SCHOOLS
IN THE SOUTH MORAVIAN REGION
Ilona FIALOVÁ
Abstract: The subject of this article is the analysis of factors that influence
students’ decision-making and their expected successful entry into the job market, acceptance to university or to other schools. The students on which this article is focused
are those students with special educational needs (with a focus on students with physical
disabilities and health impairments) and nondisabled students at secondary schools in
the South Moravian Region. A study, carried out in the 2007/2008 school year at selected secondary schools in the monitored region,.is presented in the article. Furthermore,
this article also presents some evaluated hypotheses, selected results and formulated
conclusions of the study, as well as recommendations for practice in special education.
Keywords: student with special educational needs, nondisabled student, adolescence, school-leaving exam, description of physical disability, factors influencing the
successful school–career transition, continuing education, pre-career and career training, integrative and inclusive education
Current state of the issues discussed
The Czech word Maturita, which stands for a school-leaving exam-according to
Akademický Slovník Cizích Slov (Petráčková, Kraus and collective, 2000) “is an exam
representing the passage to adulthood, the final exam at secondary school, a condition
for attending university” – it is an important milestone in life for every student who
has decided to pass this school-leaving examination. It is also the beginning of the next
very important stage in the life of a young person. It is the key to the gate that leads to
the unknown world of adulthood. It is not only healthy young people that will or have
already passed their school-leaving exam, but also ones with health impairments. They
have exactly the same desire and need to live according to their own vision despite
339
the fact that various health impairments, disabilities and other handicaps make their
lives more complicated. Our society has been functioning under so-called “democratic
conditions” for twenty years. Therefore, one of the aims of this research work was to
map the current situation at secondary schools as well as the analysis of predictions
that influence the decision-making process of students preparing for their final exams.
The main focus here was given to students with health impairments and disabilities.
The analysis included in particular the factors that affect their decision-making process
when considering what type of school, career or other successive activity to choose.
Every day we meet young people in the school environment with their own problems,
successes and life stories that all have a significant impact on the further decisions they
make in their lives. Concepts like the fact that there are people with disabilities, there
is a right to an education for everyone and the other positive trends we can see (such
as encouraging integration and that things are leading towards inclusion), all represent
a prediction influencing the decisions young people make. The perspective of individual students who were preparing for the school-leaving exam and that had dealt with
the question on which direction their subsequent career will take has been analysed in
a separate research study. Other issues such as how students were facilitated to prepare
properly for their future occupations or for getting accepted to universities and other
schools, how they dealt with the problems encountered, who was helpful in these difficult situations, have been dealt with in another study. Students who took part in the
study included those with physical disabilities, health impairments and nondisabled
students. When preparing the study and stated goals to fulfil, we had to start from the
following underlying fact. Students with physical disabilities are largely integrated today at ordinary secondary schools – in some cases they study without integration. This
fact has also been confirmed by a pilot study carried out at ordinary secondary schools
and at secondary schools for the physically disabled. Students at schools for the physically disabled, for the most part, have more serious forms of physical disabilities and
their numbers are very few.
The results of the study served to compare and evaluate possible differences between disabled and nondisabled students in the area of the issues studied.
Theoretical starting point
Among the basic rights of every individual, and thus even individuals with physical disabilities or other impairments, is the right to an education, which is guaranteed
here in the Constitution of the Czech Republic. In today’s world an achieved education
is a very significant factor and it is therefore a goal of the school system in our country
to offer an equality of opportunity, to create an environment that enables all individuals
to reach a commensurate level of education. An analysis of the needs of society shows
the knowledge and skills an individual needs to acquire to successfully integrate into
society. Learning and its diffusion among people and the resultant increase of its level is
perceived as a condition for a free and nonmanipulable life that enables the social participation of individuals in social events, is a basic prerequisite for prosperity in one’s personal life, and therefore for the prosperity of society as a whole (Rabušicová, 2002). It
340
is therefore very important to ensure that people with disabilities can also develop their
individual prerequisites. Nowadays there is a large effort to integrate children, pupils
and students with special educational needs in schools and common types of educational
institutions. The principle of this type of education is to respect the special educational
needs of every individual. A new law passed in the Czech Republic in 2004 brought
certain changes to the education of pupils and students with special educational needs.
The principles and goals of education are: Equal access to education, taking into consideration the educational needs of individuals, free primary and secondary education and,
not least, the opportunity for lifelong learning. Legislatively the education of individuals
with special needs is guaranteed on the basis of School Law no. 561/2004 Coll. at preschool, primary, secondary, higher technical and other education. An amendment to Law
no. 561/2004 Coll. is Law no. 58/2008 Coll., which changes Law no. 561/2004 Coll.
in the wording of subsequent revisions. Another legal provision passed in the area of
educating the health impaired is regulation no. 73/2005 Coll. from the Ministry of Education, Youth and Sports which deals with the education of children, pupils and students
with special needs and children, pupils and students who are exceptionally talented.
Among other things this provision also specifies the forms of special education for children, pupils and students with health impairments (Vítková, 2006). Most of the respondents participating in the study can be found in the developmental stage of adolescence.
This stage begins with the ending of puberty and ends with the transition to adulthood.
The journey to adulthood among most children starts at a lower limit of 15 to 16 years
of age and ends at an upper limit of 18 to 21 years of age. Adolescents differ from children in that they are capable of formulating theories and engaging themselves in choices
concerning the career that would correspond to their specialization and that would allow them to satisfy their needs and reform society, in addition to forming new opinions
(Kuric, J., 2001). We can also characterize the completion of secondary school with the
school-leaving exam as a “transition” from one of life’s stages to the next; representing
a bridge between two periods distinguished by change and movement. What notions and
resolutions the study’s respondents had, whether they decided to continue in their studies at university and other schools, whether they wanted to enter the job market, or even
considered other activities, these were all the subject of the conducted research. Their
decision-making was influenced by many factors, realities and circumstances. Due to
the extensiveness of the issues studied, only some of them were selected. For example,
a student’s interest in continuing their studies at university and other schools, the influence of family and school in choosing either further education or entering professional
life, the student’s own performance, healthy life style, interests and likes that form the
prerequisites for further studies or employment. It was also assumed that teachers or
counsellors within the school environment have an important influence on the choice of
either further studies or entering the work force. A large significance was attributed to
the factor of self-image and the assessment of their educational results.
Determining research objectives and research questions
The objectives of the research were divided into two parts. The main objective in the theoretical part was to define determinant predictions during the transition
341
from school to occupation or further studies and the like for secondary school graduates with special educational needs when compared to non-disabled students. A special focus was given to individuals with a physical disability and health impairment.
Factors influencing the passage of students in their fourth year of secondary school in
the South Moravian Region into employment or into studying at university or other
schools are described and analysed here. Detailed and empirically certified knowledge
of predictions that significantly influence the decision-making of students in their last
year of secondary school while choosing between further education or entering into
employment can help future graduating secondary students prepare more effectively
for this school–occupation transition, further studies, etc. The second objective of the
study was to propose measures for special pedagogical preparation on the basis of the
facts learned. The objective at the methodological level was to assess possibilities of
the utilized research methods for investigating the factors influencing the students’
decisions so that their transition from school to career or further studies is successful.
The research questions that were asked in respect to the stipulated objectives were
formulated thusly: Which factors influence students-graduates most when deciding on
how to apply themselves further in life; what options the quantitative method produces
while researching the successfulness of secondary school graduates with special educational needs to transit from school to career or to further education, with a focus on
the physically disabled and health impaired; whether there are any fundamental differences among students with physical disabilities, health impairments and nondisabled
students.
Methodology of the research and the method for collecting data
A statistical procedure was used within the scope of the research study. A quantitative approach was chosen for researching the given issues that, by using a quantitative method, enabled the carrying out of analysis on a numerous sample and the
description of the current state of the researched problem.
Firstly, in September 2007 a pilot study with the objective of detailing and verifying the research strategy for a smaller target group was carried out in the first phase.
It had the basic characteristics consistent with the sample on which the further study
itself was carried out (Pelikán, 2004). It took place at selected secondary schools,
with students, future secondary school graduates. An interview was carried out with
selected students who answered questions included in a questionnaire. On the basis
of the analysis of the answers and reactions obtained from the addressed prospective
respondents, the wording of some of the questions was changed and one question was
completely excluded from the questionnaire due to insignificant information. With
the knowledge of these comments, the final version of the questionnaire for the respondents was conducted. Some secondary school directors were approached with the
request to fill out the questionnaire. They were also asked if they had any comments
about the formulation of the questions given. All of the given questions were evaluated by the directors as comprehensible, and gave no additional remarks. The directors,
however, did point out the lack of time and large workload that would certainly influence the return time of the completed questionnaires. This fact was confirmed while
342
the study was being carried out. Twenty secondary schools in the South Moravian
Region were randomly chosen for the research and the management of those schools
were contacted during November of 2007. Letters were sent to the schools in which
the directors were explained the essence of the research, its objective and method of
execution. These directors had previously received a form to fill out whose aim was,
aside from others, to find out the approximate number of students at their schools who
were in their final year in school year of 2007/2008. In the end only fifteen secondary
schools were interested in taking part in this study. In the research study concerning
students, a questionnaire of special construction was used. The questions were also
constructed on the basis of a study of technical literature (according to the methodology of Gavora, 2000) and on the basis of practical experience. The questionnaire was
anonymous and contained 33 questions. It was accompanied by a letter explaining
the objective of the research, the significance of the respondent’s answers and also
contained instructions for filling out the questionnaire. The return of the completed
questionnaires was guaranteed by the secondary school directors who had been interviewed in the first part of the study.
Description of the surveyed group
The principal target group of the research was formed up of students who
graduated from secondary school in the 2007/08 school year from selected secondary
schools in the South Moravian Region. From the principal target group a representative sample (pupils with special educational needs with a focus on pupils with physical
disabilities and health impairments) was obtained from the available selection. Due
to their locality, their focus and their interest in taking part in the research study, 16
secondary schools in the South Moravian Region ultimately took part in the research
study. The management of one of the secondary schools gave written notice that there
were no students with special needs at their school and therefore their school would
not take part. So 15 secondary schools in total took part in the study. 474 respondents
(graduating students) participated, n = 474, from which N = 25 respondents with
physical disabilities and health impairments made up the sampling unit. With respect
to the way in which the sample was chosen (deliberate, respective to the available
selection) it was not the point of the survey to make generalisations on the findings
for the principle target group. All of the participating schools were located in towns.
Of the total number of respondents n = 474, 327 (68.98%) were women, (31.01%)
were men. Among respondents the 19-year-old age category was represented most
often (294 of those addressed), 118 were 18 years of age, 38 were 20-year-olds, 11
respondents were 21, 4 were 22, 3 were 24, 2 were 33, and then 25-, 26- and 35-yearold categories claimed one respondent each.
343
Table 1: Composition of secondary schools whose students took part in the study
Types of secondary schools represented in the study:
Total number of students in their final
year:
with PD:
01. Ecclesiastical Secondary School
02. Secondary School and Pedagogical Secondary School
03. State Secondary School
04. Private Secondary School
05. Secondary School for Information Technology
06. Vocational School – Social Services
07. Secondary School for Social Administration
27
36
47
15
115
8
4
5.69 %
7.59 %
9.91 %
3.16 %
24.26 %
1.68 %
0.84 %
1 0.21 %
08. Business Academy and Economic Lyceum (also for those
with PD)
75
15.82 %
09. Pedagogical School
38
6.96 %
10. Secondary School-Educational and Humanitarian
Activity
66
13.92 %
6 1.26 %
11. Nondisclosed Type of Secondary School
Total:
43
474
9.07 %
100 %
5 5.27 %
2 0.44 %
4 0.84 %
6 1.26 %
6 1.26 %
From the total of 474 (100 %) respondents, 46 (9.70 %) stated that they are students with special educational needs and 428 (90.29 %) respondents stated that they are
nondisabled. Furthermore, 25 (5.27 %) respondents indicated that they have physical
disabilities, 8 (1.68 %) of them admitted chronic illness, 5 (1.05 %) were visually impaired, 2 (0.42 %) were hearing impaired, 2 (0.42 %) had dyslexia, 1 (0.21 %) respondent stated that they had ADHD and 2 (0.42 %) students admitted multiple impairments
(physically and visually impaired, and physically, visually and hearing impaired). Of
the total number of 46 (100%) students with special educational, 29 (63.04 %) were
integrated, 17 (36.95 %) were not integrated. Just 14 (30.43 %) of them studied according to an individual education plan (here on just IEP), 31 (67.39 %) did not have an IEP
and 1 (2.17 %) respondent stated that he did not know whether he studied following an
IEP. To the question of whether the students were satisfied with the special educational
support provided, 36 (78.26 %) of the respondents answered favourably, 7 (15.21 %)
respondents negatively and 3 respondents (6.52 %) did not express an opinion. Also
notable was the fact that on the question of whether they would have chosen the same
secondary school, from the total number of 474 students, 283 (59.70 %) of the respondents answered favourably, 152 respondents (32.06 %) negatively and 39 (8.22 %)
responded that they did not know if they would choose the same school again. 75
(15.82 %) students stated that it was only during the course of their studies that they realized that their chosen school did not satisfy them. 63 (13.29 %) students answered that
their school did not fulfil their expectations. Among other reasons for not choosing the
same school for a second time, respondents gave answers such as that they did not originally want to study at their school, that their school did not prepare them for university,
the selected field did not interest them, a low level of education, unqualified teachers
taught them, dissatisfaction with the administration of the school, etc. It is interesting
that when the students themselves evaluated their average school performance, just 51
(10.75 %) students evaluated their school performance as excellent. 160 (33.71 %) students evaluated their school performance as very good. The largest number of respond344
ents, 195 (41.13 %), evaluated their performance as good. 25 (5.27 %) students evaluated
their performance as poor and 4 students (0.84 %) as very poor. 41 (8.64 %) respondents
did not manage to answer this question. An important fact is that from the total number
of 474 respondents, 382 applied to study at university, which represents 80.59 %. Just 24
(5.06 %) of students considered employment. From the representative sample of N 25
(students with physical disabilities), only 3 (12 %) considered entering the work force.
Only some facts are shown here that emerged from the research (table 1).
Hypotheses
The hypotheses were set on two different levels. The first level, explored with
the univariate analysis method (H1-H3), concerned all participating respondents - group
N 474, on the second level the hypotheses (H4-H7) were evaluated with the bivariate
analysis with respect to the students with physical disabilities and health impairments
that make up the representative sample N 25.
These hypotheses were constructed
H1 The secondary school environment of the respondents has greater influence
on their considered choice of occupation or subsequent study at university
than their family environment.
H2 The majority of respondents will confirm the fact that their choice of secondary school was correct, than that their choice of school was incorrect.
H3 The opinion of the respondents that they will be successful in the labour
market prevails over a negative opinion.
H4 The opinion of respondents that individuals with health disabilities are discriminated against in our labour market will prevail over a positive attitude
to discriminating against the disabled.
H5 Respondents predominately have a positive attitude towards adhering to the
principles of a healthy lifestyle, over a negative attitude.
H6 Respondents with physical disabilities and health impairments prefer continuing their education at university or other schools after finishing secondary
school more than nondisabled respondents.
H7 Respondents with physical disabilities and health impairments ask for advice
teachers and other experts at secondary school when deciding whether to
continue their studies or enter the work force more often than non-disabled
respondents.
Evaluation of selected hypotheses
With respect to the large amount of collected data and information, only selected
hypotheses are shown here:
H4 The opinion of respondents with physical disabilities and health impairments that individuals with health disabilities are discriminated against
345
in our labour market will prevail over a positive attitude to discriminating against the disabled among the nondisabled.
Table 2: Discrimination against the disabled in the labour market
Is there discrimination against
disabled graduates of secondary
school in our labor market?
Definitely yes
Mostly yes
Mostly no
Definitely not
Don’t know
Total
Number
of
students
with PD
0
9
9
3
4
25
%
Number
of
students
without
PD
%
Total
%
0.0
1.9
1.9
0.6
0.9
5.3
12
100
217
34
86
449
2.5
21.1
45.8
7.2
18.2
94.7
12
109
226
37
90
474
2.5
23.0
47.7
7.8
19.0
100.0
Is there discrimination against disabled graduates of
secondary school in our labor market?
100%
90%
80%
70%
Definitely yes
60%
Mostly yes
50%
Mostly no
Definitely not
40%
Don’t know
30%
Total
20%
10%
0%
Number of
students with PD
Number of students
without PD
Total
Graph 1: Discrimination against the disabled in the labour market
The table above shows the nature of the answers to the question of whether respondents believe that individuals with health disabilities face discrimination in our
labour market. The hypothesis assumed that in most cases respondents would answer
“mostly yes”. As is shown in table 2 and in graph 1, from the total number of 474
(100,0 %) respondents only 109 (23.0 %) of them answered “mostly yes” - 9 (1.9 %)
of them with PD. Only 12 (2.5 %) of those asked chose “definitely yes”, of them no
a single respondent with a physical disability chose this answer. “Mostly no” was chosen by 226 (47.7 %) respondents, only 9 (1.9%) of them with a PD. “Definitely no” was
chosen as an answer by 37 (7.8 %) respondents, of which 3 (0.6 %) respondents had
a PD. The “don’t know” answer was chosen by 90 (19.0 %) respondents, of which 4
346
(0.9 %) of those respondents had a PD. In conclusion it is possible to establish that from
the total number of 25 (100.0 %) respondents with a PD, only 9 (36 %) of them stated
that the disabled face discrimination in our labour market. From the total number of 449
(100.0 %) nondisabled respondents, 121 (26.9 %) of them stated that they believe that
the disabled face discrimination in our labour market.
Hypothesis H4 was validated.
H5 Respondents with physical disabilities and health impairments maintain
the principles of a healthy lifestyle more than nondisabled respondents.
Table 3: Maintaining a healthy lifestyle
Do you maintain a healthy
lifestyle?
Yes
Mostly yes
Mostly no
No
Total
Number
of
students
with PD
11
4
8
2
25
%
Number
of
students
without
PD
%
Total
%
2.4
0.9
1.7
0.4
5.3
233
58
125
33
449
49.1
12.2
26.4
7.0
94.7
244
62
133
35
474
51.4
13.1
28.1
7.4
100.0
Do you maintain the principles of a healthy life style?
100%
90%
80%
Yes
70%
Mostly yes
60%
Mostly no
50%
No
Total
40%
30%
20%
10%
0%
No. students with PD
No. students w/o PD
Total
Graph 2: Maintaining the principles of a healthy lifestyle
347
Table 4: Engaging in sport activities
Number
of
students
with PD
You do sport:
%
Number
of
students
without
PD
%
Total
%
Competitively
4
0.8
48
10.1
52
11.0
Regularly, recreationally
5
1.1
127
26.8
132
27.8
Only sometimes recreationally
9
1.9
228
48.1
237
50.0
I don’t do any sport
7
1.5
46
9.7
53
11,2
Total
25
5.3
449
94.7
474
100.0
Do you do any sport?
100%
90%
80%
70%
Compet.
60%
Regul., recreat.
50%
Sometimes recreat.
40%
No sport
Total
30%
20%
10%
0%
No. students w/ PD No. students w/o PD
Total
Graph 3: Engaging in sport activities
Table 5: Interests, hobbies
Do you devote yourself to any
hobbies, interests?
Number
of
students
with PD
%
Number
of
students
without
PD
%
Total
%
No
5
1.1
109
23.0
114
24.0
Yes
20
4.2
340
71.7
360
76.0
Total
25
5.3
449
94.7
474
100.0
348
D
Do you devote yourself to any hobbies or interests?
100%
90%
80%
70%
60%
No
50%
Yes
Total
40%
30%
20%
10%
0%
No. students w/ PD
No. students w/o PD
Total
Graph 4: Interests, hobbies
To evaluate hypothesis H5 the responses from tables 3, 4, 5 and graphs 2, 3, 4 were
analysed. Respondents’ answers concerning how they adhere to the principles of healthy lifestyle are quoted in the corresponding item. From the total number of 474 respondents 133
(28.1 %) stated “mostly no”, out of which 8 (1.7 %) were respondents with physical disabilities. “Definitely no” was chosen as an answer by 35 (7.4%) respondents, of which 2
(0.4 %) respondents had a PD. “Mostly yes” was chosen as an answer by the total of 62
(13.1 %) respondents, of which 4 (0.9 %) respondents have a physical disability. “Definitely
yes” was chosen by 244 (51.4 %) respondents, of which 11 (2.4 %) were respondents with
a PD. It is then possible to state that from the total of 25 (100.0 %) respondents with a PD
15 (60.0 %) of them adhere to the principles of a healthy lifestyle. From the total of 449
(100.0 %) non-disabled respondents 306 of them (68.2 %) claimed that they adhere to the principles of healthy lifestyle. Based on the data further collected the following statements were
selected: The total of 52 (11.0 %) respondents do sport competitively, out of which 4 (0.8 %)
respondents had a physical disability. 132 (27.8 %) respondents do sport for leisure on a regular basis, out of which 5 (1.1 %) with a physical disability. Doing sport occasionally was quoted by 237 (50.0 %) respondents, of which 9 (1.9 %) have a physical disability. To conclude, 53
(11.2 %) respondents, of which 7 (1.5 %) were with a physical disability, claimed that they
never do sport. 360 (76.0 %) respondents spend some time doing a hobby or leisure time activity, of which 20 (4.2 %) respondents were with a physical disability. 114 (24.0 %) respondents
claimed not to have a hobby or leisure time activity, out of which 5 (1.1 %) respondents were with
a physical disability.
It is then possible to state that from the total of 25 (100.0 %) respondents with
a PD only 2 (8.0 %) of them do not adhere to the principles of healthy lifestyle. From
the total of 449 (100.0 %) non-disabled respondents only 33 (7.3 %) do not adhere to
the principles of healty lifestyle.
Hypothesis H5 has been disproved.
349
H6 Respondents with physical disabilities and health impairments prefer,
after they finish secondary school, going to university or college more
than non-disabled respondents.
At the moment you are applying
for:
University
Number
of
students
with PD
14
%
Number
of
students
without
PD
%
Total
%
3.0
368
77.6
382
80.6
Tertiary vocational school
5
1.1
38
8.0
43
9.1
Language school
2
0.4
16
3.4
18
3.8
Other type of school
0
0.0
7
1.5
7
1.5
I want to start working
4
0.8
20
4.2
24
5.0
Total
25
5.3
449
94.7
474
100.0
Table 6: Prospective studies at university, tertiary vocational school,
and other types of schools.
Currently applying for
100%
90%
80%
70%
University
60%
Tert. vocat. school
Language school
50%
Other school
Want to start work
Total
40%
30%
20%
10%
0%
No. students w/ PD No. students w/o PD
Total
Graph 5: Prospective studies at university, tertiary vocational school,
and other type of schools.
The evaluation of hypothesis H6 was carried out by analysing the respondents’
answers shown in table 6 and graph 5. To the question of whether the respondent is
applying to continue their studies at university, a tertiary vocational school, language
school or other schools, 382 (80.6 %) respondents answered that they are applying to
study at university, 14 (3.0 %) of them being students with a PD. 43 (9.1 %) respondents
350
stated that they are applying to a tertiary vocational school, 5 (1.1 %) of them being
students with a PD. 18 (3.8 %) respondents preferred to study at a language school, 2
(0.4 %) with a PD. 7 (1.5%) respondents stated a preference for another type of school,
none of them with a PD. Here respondents listed, among other different types of schools,
examples such as police academy, law enforcement course, and private tertiary vocational school. 24 (5.0 %) of those surveyed said that they would like to start work, 4
(0.8 %) of them respondents with a PD. Only 24 (5.0 %) respondents from the total
number of 474 (100.0 %) considered entering the job market. From the selective sample
of N 25 (100.0 %) students with physical disabilities, just 4 (16%) considered entering the job market. 14 (56.0 %) respondents with a PD wanted to study at university, 6
(24.0 %) of them want to study at a tertiary vocational school, 2 (8.0 %) at at language
school. From the total number of 449 (100.0%) nondisabled respondents, 368 (82.0 %)
wanted to study at university, and just 20 (4.5 %) wanted to start working. While analysing the respondents’ answers, it could be established that non-disabled respondents also
prefer to continue their studies at university or other educational facility over entering
into employment.
Hypothesis H6 has been disproved.
H7 Respondents with physical disabilities and health impairments ask the
advice of their pedagogues and other experts at secondary school when
deciding whether to continue their studies or enter the work force more
often than nondisabled respondents.
Table 7: Opportunity to talk to a school counsellor
Did you take advantage of the
opportunity to talk to a school
counsellor at your secondary
school when choosing between
school and employment?
Number
of
students
with a
PD
Number
of
students
without
a PD
%
%
Yes
4
No
21
0.8
49
10.3
53
11.2
4.4
400
84.4
421
88.8
Total
25
5.3
449
94.7
474
100.0
351
Total
%
Did you take advantage of the opportunity to talk to a school
counselor at your secondary school when choosing between
school and employment?
100%
90%
80%
70%
60%
Yes
50%
No
Total
40%
30%
20%
10%
0%
No. students w/ PD
No. students w/o PD
Total
Graph 6: Opportunity to talk to a school counsellor
In order to verify the determined hypothesis, the answers of the physically
disabled respondents and nondisabled respondents were compared and the results
of the research study were analysed. In this case the respondents’ answers shown
in table 7 and graph 6 were taken into account. To the question on whether the respondents had ever taken advantage of the opportunity to talk to a school counsellor at their secondary school in regard to choosing between continuing their studies or becoming employed, from the total number of 25 (100.0 %) respondents with
physical disabilities, 4 (16.0 %) answered “yes” and 21 (84.0 %) answered “no”.
With respect to their physical disability, it was assumed that these students would
ask for advice their school guidance counsellor more than nondisabled students
would. The latter mentioned answered as follows: From the total number of 449
(100.0 %) nondisabled respondents, 49 (10.3 %) answered that they took advantage of such an opportunity. 400 (84.4%) nondisabled respondents stated that they
did not take advantage of the opportunity to meet with a school guidance counsellor. It is clear from the acquired data that the results are different than expected. It
was shown that 84.4% of respondents with physical disabilities did not meet with
a school guidance counsellor, as well as 89 % of nondisabled respondents.
Hypothesis H7 has been disproved.
Conclusion of the study and recommendations
for pedagogical practice
The study into predictions influencing the decision-making processes of graduating secondary students at the transition from secondary school to professional life or
352
to continuing their studies at university and tertiary school verified or disproved the
constructed hypotheses. With respect to the range and selection of the sample it is not
possible to make generalizations on a wider number of physically disabled and nondisabled graduating students, even though the results indicate certain tendencies. The
executed study was focused on physically disabled, health impaired and nondisabled
graduating secondary school students in the South Moravian Region. The main objective was to obtain certain data, based on the answers given by the respondents in the
survey about the factors that significantly influence the decisions they make during the
process of transition from school to career or to further education. An important role in
the preparation and elaboration of this survey must be also attributed to the conclusions
that were brought by the “2007 Hearing” in Lisbon during September 16 – 17 2007. The
presented suggestions and findings led to a document called the “Lisbon Declaration”.
The contents of this declaration implies that the problem the survey studied in the conditions of secondary schools in the South Moravian Region are similar to the situation of
secondary schools of other EU member countries. A total of 474 (100 %) respondents
took part in the research survey. 46 (9.70 %) of them stated that they were students with
special educational needs and 428 (90.29 %) respondents claimed not to have any disability. Out of 46 (9.70 %) respondents stated that 25 (5.27 %) of them had a physical
disability. The obtained data have shown that special needs provided have not always
been properly executed. To the question on whether students are satisfied with the special educational support provided, from the total number of 46 respondents 36 (78.26 %)
answered favourably, 7 (15.21 %) respondents negatively and 3 (6.52 %) respondents
did not express an opinion. This fact makes clear that it is necessary to focus attention on
further educating pedagogues in the area of educating students with special educational
needs at secondary schools. In addition, it has not been confirmed that a large influence
on the decision-making process on further studies or a professional path after graduating
is the secondary school environment, consultation with pedagogues and other guidance
workers. Such a fact was confirmed with both graduates with special needs and the nondisabled. It was shown that the family environment has a fundamental influence when
graduates are deciding on their future. However, from interviews with the directors of
participating secondary schools it is clear that there are advisory workers at schools such
as guidance counsellors, school psychologists, special pedagogues and others, and they
provide enough opportunities to their students to talk about future occupations or study
at university or other type of school. From the data gathered so far it is possible to elicit
the following suggestions for pedagogical practice. First and foremost it is indispensably necessary make sure that there is quality guidance throughout the entire period of
secondary school education. The study has shown that this is not often the case. Further,
the special needs of students should be sufficiently assured and pedagogues should be
acquainted with them sufficiently and with proper time beforehand. Teachers should be
sufficiently qualified, sufficiently motivated, should have good knowledge about the
special educational needs of their students. At regular secondary schools greater attention should be given to the problem of “disabilities” and more information should be
provided to teachers, students and parents. One positive fact is that a large number of
students with physical disabilities and health impairments study at regular secondary
schools; students with more serious forms of disabilities remain in schools for the physi353
cally disabled. Integrated and inclusive education of individuals with physical disabilities and health impairments is the best preparation for higher education or preparation
for professional life. An advantage to this form of education is the fact that students gain
more social skills and experience – they learn to control situations they encounter in the
real adult world.
ANALÝZA A KOMPARACE FAKTORŮ
DETERMINUJÍCÍCH PROFESNÍ ORIENTACI ŽÁKŮ
S TĚLESNÝM POSTIŽENÍM A ZDRAVOTNÍM
ZNEVÝHODNĚNÍM NA STŘEDNÍCH ŠKOLÁCH
V JIHOMORAVSKÉM KRAJI
Abstrakt: Tématem článku je analýza faktorů, které ovlivňují rozhodování a předpokládaný úspěšný vstup na trh práce, přijetí ke studiu na vysokou popř. jinou školu u žáků
se speciálními vzdělávacími potřebami (se zaměřením na jedince s tělesným postižením
a zdravotním znevýhodněním) a žáků intaktních, na středních školách v Jihomoravském
kraji. V článku je představen výzkum, který byl realizován ve školním roce 2007/2008
na vybraných středních školách ve sledovaném regionu. Dále jsou zde vyhodnoceny
některé hypotézy, prezentovány vybrané výsledky, formulovány závěry šetření a doporučení pro speciálně pedagogickou praxi.
Klíčová slova: student se speciálními vzdělávacími potřebami, student intaktní,
adolescence, maturita, charakteristika tělesného postižení, faktory ovlivňující úspěšný
přechod škola – povolání, následné studium, předprofesní a profesní příprava, integrativní a inkluzivní vzdělávání
354
School and Health 21, 2010, Health Education: Contexts and Inspiration
AUTISM – DISORDER OF EARLY BRAIN
DEVELOPMENT
EARLY DIAGNOSTICS OF AUTISM – THE
COMMON MULTIDISCIPLINARY GOAL.
Hana OŠLEJŠKOVÁ
Abstract: Due to its high prevalence (60-70 in 10 000 born children) autism (also
known as pervasive development disorders) belongs to the most frequently occurring
neurodevelopmental disorders. The group includes disorders with extremely heterogenous clinical phenotypes of multiple complex cognitive-behavioral deficits with developmental specificities that are manifested during childhood by the age of 6 at the latest.
The diagnostic process as well as subsequent care of the child and its family members
are conducted by a multidisciplinary team of specialists, embracing physicians, university graduates with non-medical education as well as parents, relatives and the lay
public in general. With regard to physicians, the pediatrist, pediatric neurologist, pediatric psychiatrist, ophthalmologist and otorhinolaryngologist are involved. The role
of the pediatric neurologist is to participate in early diagnosing of a disorder, make the
differential diagnostics and conduct therapy of the related neurological co-morbidities,
mainly represented by epilepsy.
Keywords: autism, pervasive developmental disorders, neurodevelopmental disorders, pediatric neurologist, early diagnostics, epilepsy
Introduction
The “autistic spectrum“ (i.e. autism spectrum disorders - ASD, abbreviated as
“autism”, derived from the Greek word “autos“), now also termed “pervasive neurodevelopmental disorders“ - PDD, or “autisms“ are currently classified as disorders of the developing brain (i.e. neurodevelopmental disorders - NDD). The group includes disorders
with extremely heterogenous clinical phenotypes of multiple complex cognitive-behavioral deficits with developmental specificities that are manifested during childhood by
the age of 6 at the latest. There are three dominant groups of clinical symptoms: deficits
in social capabilities and interactions, deficits in verbal and non-verbal reciprocal communication and a limited stereotyped repertory of activities and interests. As a result, the
355
disorder completely and deeply changes the cognitive-behavioral phenotype as well as
development of affected children (Rapin and Tuchman; 2006). Within the spectrum of
autistic children boys are affected more frequently, roughly at a ratio of 2-4 boys to 1 girl,
and if a mental handicap is not present at the same time, such as in the case of Asperger’s
syndrome, the rate is higher (Fombonne; 2005). If, however, autism occurs in girls, its
nature is more serious (Hirtz et al; 2006). Autism without an intellect impact and with
good social functionality is known as “high-functioning“ (De Mayer; 1981).
As there is still no unique or specific diagnostic biological marker known, the
ASD diagnostics (except for the Rett syndrome) is established at the level of a clinical cognitive-behavioral syndrome (phenomenological classification). In the Czech
Republic this is based on the diagnostic criteria of the International Health Organization,
MKN-10th. revision (WHO; 1992, MKN-10; 1992) and in the U.S.A. on Revision IV of
the Diagnostic and Statistic Mental Disease Manual ( DSM-IV; 1994).
Epidemiology of autism
Autism has now become a widespread social problem and surely is not a rare
illness. The incidence of children with autism (specifically I mean the complete spectrum
of the pervasive developmental disorders = “autisms“) is on the rise. Up until the 1980s
the prevalence reported was 1 autistic child in 40 000, but according to more recent
information it has risen to 1 in 150 children (Rapin and Tuchman; 2008, Baird; 2006).
The mentioned increase in prevalence, called “epidemic of autism“ by some, probably
does not indicate any actual increase. The seeming is apparently caused mainly by the increase of interest among the professional public and an improved awareness among both
professionals and laymen, but also by broadening of the diagnostic criteria and greater
availability of diagnostics. There was not even the serious suspicion confirmed that the
increase of autism incidence might be causally connected with vaccination (Fombonne et
al; 2006), including, too, the case of autistic regression in toddlers (Woo et al; 2007).
The role of pediatric neurologist within the
multidisciplinary diagnostic and therapeutic management
of autism.
Although a child with autism frequently appears healthy at first sight, the disorder
affecting them is in fact serious and “pervasive“, with profound individual and social impacts both in childhood and adulthood (Anagnostou and Schevell; 2006). Within recent
decades it was parents, family members and other laymen, who together with pedagogical and social workers, speech therapists and professionals in many medical as well as
non-medical fields have pointed to it and, by joined forces, have achieved a significant
broadening of awareness concerning autism among both professional and lay public.
Physicians, further university-educated specialists and laymen now take part in the care
of autistic children in the Czech and Slovak republics. Children with autism are placed
in state and non-state schools with special pedagogical guidance after the diagnostic process completion, and social support is also enhanced by numerous parent organizations.
356
In the modern management of autism an important role in the multidisciplinary
team belongs to the pediatric neurologist. The benefit of the specialism is particularly
significant with regard to differential diagnostics of the broader context of “symptomatic or syndromic“ autism, and further in its early diagnostics in the therapy of autistic
children with associated epilepsy or EEG epileptiform abnormity and further neurological symptoms or associated disorders. They involve sleep disorders, quite frequent
in autistic children and causing them considerable difficulties (Malow et al; 2006). In
recent years, neurologists have also given great attention to the intensive stereotypes
that represent a core symptom in autism and maintain the view that they should be
considered and treated as movement disorders which have much in common with tics.
A recent study has called attention to the association of tics and Tourett syndrome in
some children with autism (Canitano and Vivanti; 2007).
In the diagnostics and care of autistic children mainly the pediatrist, psychiatrist, pediatric neurologist, geneticist, biochemist, otorhinolaryngologist, psychologist
and educator from among the medical and university-educated specialists are involved
in the long term. Most recently also the potential contribution of the immunologist has
been discussed, as some literary information dealing with the immunological problems
in relation to autism indicates that specific serum antibodies exist in mothers of children with autism, which identify prenatally expressed brain antigens (Zimmerman et al;
2007). Whether immunology plays a role in autism, mainly in autistic regression, and
how important is positive family anamnesis of immunological disorders, however, still
remains unclear (Singer et al; 2006).
The pediatric neurologist also has early diagnostics of
autism in his hands
The pediatric neurologist is very frequently one of the first child-health specialists
to be consulted on health problems of children with autism. Parents with a handicapped
child typically seek his help for problems with speech development, atypical psychomotor development, frequently because of psychomotor retardation or central hypotonia
(Ošlejšková et al; 2007a), and further for behaviour disorders, sleep disorders, atypical
movement disorders and manifestations or epileptic and non-epileptic seizures. If the parent brings the child to our clinic for specialized examination, we carry out the complete
neurological and psychological diagnostics and differential diagnostics, as the Pediatric
Neurology Clinic at the Faculty of Medicine of MU and the University Hospital, Brno,
serves as a “Diagnostic centre for children with pervasive developmental disorders“.
Our experience shows, however, that children with autism are referred for examination
at our centre late, even in the cases where parents repeatedly called the attention of physicians, teachers and other professionals to “something wrong“ happening. For most disorders of the autistic spectrum the diagnosis can realistically be established as early as
36 months of age and for Asperger’s syndrome at about 72 months (Allen; 1988; Baier;
2000, Kurita; 1985, Trillingsgaard; 2005) while identification of early warning signals
is already possible within the first year of life (Maestro; 2005, Zwaigenbaum; 2005,
Baghdadli et al.; 2003, Charman; 2003). The reliability of early diagnostics is high,
357
namely 88% in a work by American authors who evaluated its reliability 7 years later,
i.e. at the age of 9 of the children who had a disorder of the autistic spectrum diagnosed
already at the age of 2 (Turner; 2006). At our clinic we have completed, in collaboration
with the students of the 5th. year of the Faculty of Medicine at Masaryk University, a
study focusing on identification of the time delay between the first symptoms of autistic disorder as noticed by parents and making the diagnosis. Another aim of the study
was to establish the number of contacts with professionals (physicians, teachers, speech
therapists), when parents described some odd traits in their child’s behaviour, and still
the child was not sent to a specialized centre. Retrospectively, we assessed 204 children
(59 girls and 145 boys; 126 children ( 39 girls and 87 boys) with child autism (CHA),
57 ( 17 girls and 40 boys) with atypical autism (AA) and 21 children ( 3 girls and 18
boys) with Asperger’s syndrome (AS). Firstly, the data on the ages of first symptoms
was traced back in records for 201 children, the resulting mean age being 29.7 months
(a range of 0-72, median 30 +- 17.0) and the mean age of establishing a diagnosis for
204 children was 81.5 months (a range of 13-276, median 69. +-45.). The mean time
delay of establishing a diagnosis for 201 children amounted to 51.3 months (a range of
0-246, median 39 +- 40,9). The length of delay until establishment of diagnosis is the
shortest in patients with AA (mean time of 44.4 months = 3 years and 8 months), longer
in patients with CHA (49.5 months = 4 years and 2 months) and the longest in patients
with AS (80.8 months = 6 years and 9 months). Statistically relevant was the difference
in the lengths of time to establishing diagnosis between the patients with CHA and AS
(P = 0.023) and the patients with AA and AS (P = 0.019). We managed to determine the
average number of visits made to physicians and other specialists before referral to a
specialized centre for establishing diagnosis for 133 children, equalling 2.4 (a range of
1-5, median 2+-0,9) (Ošlejšková et al; 2007b). Based on the study results we realized
the continued need, despite all the diagnostic achievements, to call attention to the early
symptoms of autism and recommend that complaints by parents are not underestimated
as they very often intuitively uncover the disorder in its early stage. Putting the accent
on early symptoms and possibility of identifying the disorder we have published two
guidance articles for practical purposes (Ošlejšková; 2008a, Ošlejšková; 2008b). Early
interventions and plasticity of the child brain give some hope that with a very early diagnosis there is some chance to positively affect in part the weight and scope of the core
symptoms (Dawson and Zahnili; 2003, Howlin; 2003).
The main clinical initial manifestations of autisms in very
young children, important for early diagnostics
The most frequent identifiable clinical manifestation of autism in the social sphere during the first months of life and early childhood is the stagnation of the common
mother-child interaction, i.e. emotionally positive and generally “happy“ response when
cuddled, with accompanying laughter when teased. To the contrary, a child tends to keep
to themselves and impresses their surroundings as living in their own world. They are
withdrawn, distant, social smile is missing, they do not wave back bye-bye. A child does
not calm down when mother takes them in her arms crying and soothes them, which is
358
the commonest response in healthy children as well as those with mental retardation.
A child does not make mutual empathic eye contact, although it is capable of “eye contact“. When looking at us, we sometimes get the feeling as if they gazed through us into
the distance. They are typically characterized as quiet, obedient to passive and unassuming. At about two years of age they may be very self-reliant, prefer self help and may
even learn some skills sooner than other children of the same age. Winning their “shared
attention“ is difficult, i.e. we are not able to direct the child’s attention toward things that
we are pointing out and showing to them. “Declarative pointing“ is missing completely,
which means that the child does not make us give attention to things around them that
catch their interest. They do not show them to us and do not demand our thoughts about
them or our interest in them. Their games do not include imitation because they are not
able to play “at something“ (such as the symbolic game to impersonate a family – the
dad and mummy game, the school game). On the other hand, they prefer some activities
which they very enjoy and do them with speed and dexterity, tirelessly over and over
again, for example arranging building blocks in lines based on colour, turning on water,
turning the light on and off, closing the litter-bin lid. They greatly enjoy playing with
mechanical toys, parts of household things and items of “everyday use of rather technical character“, such as washing machines with a rotating drum, radio sets, grinders or
alarm-clocks. Autistic children clearly prefer them to the softness of teddy bears and
other cuddly toys, i.e. to “soft“ toys. Children frequently make unusual and atypical
movements and take to motor stereotypes. They walk on tiptoes, shake or twist their
arms without emotional context, make tap sounds. They rarely cry, sometimes are even
described as “tearless“, and may create an impression of not feeling pain. On the other
hand, they are rather attracted to “sound-making“ toys. Autistic children very much like
to listen to simple tunes time and time again, which has a calming effect on them. In the
development of speech we can observe a wide range of deviations. The most frequent
in this age category, however, is the retardation of speech development and absence of
babble. In approx. 30 % of cases regression of speech is observed. Speech regression
typically occurs from 1.5 to 3 years of age, the time when children are typically placed
in kindergartens and the regression is then erroneously attributed to adaptation to the
new environment of the social facility or is considered as its unhappy consequence. The
regression often involves only a very small number of meaningfully used words. The
child stops using them, but at the same time there is no effort made to develop some kind
of substitute communication e.g. with gestures or facial expressions, as is usual with
completely deaf children without autism. Other autistic children seem to not understand
or hear because they do not react to instructions, but mainly when called by their names.
The family even sometimes suspect they are deaf. Here the syndrome of verbal auditory
agnosia may even be involved and such children are usually non-speaking whole their
lives. Autistic children may have a very good mechanical memory. In some speaking
autistic children we can observe inexhaustible pleasure in memorizing rhymes, fairy
tales and long stories that they remember with incredible ease and sometimes are even
mentioned as prodigies in this connection. Even after the second year of life immediate
or delayed echolalia persists. The children often with great skill incorporate into their
speech complete parts of texts they have memorized from TV commercials, videos or
radio, the so-called “scripts“. They have difficulty with pronouns or words that change
359
the meaning according to context. They confuse pronouns and very often talk about
themselves in other than the 1st, usually the 3rd. person, or they use their names to refer
to themselves.
Differential diagnostic contribution of the pediatric
neurologist
Autism represents a complex multidisciplinary area of problems primarily relating to childhood, but at the same time involving a lifelong disorder, as in certain form it
lasts until adulthood (Howlin et al.; 2004, Anagnostou and Schevell; 2006). Specialists
engaged in its diagnosing know that a number of other disorders may occur alongside
autism. Up to 70 % of these patients are stated to have mental retardation with IQ 70
and lower, further frequently occurring problems include associated motive disorders,
vision and hearing disorders, speech problems untypical of autism, sleep problems and
other gastrointestinal and internal, neurological and psychiatric comorbidities. It is essential to understand, however, that autism itself can only be part of a broader clinical
picture of an etiopathogenetically identifiable disorder or illness. And that is where one
of the important roles of the child neurologist rests. Based on his knowledge, neurological and diagnostic paraclinical examinations he can recognize the broader context of this
“syndromic (symptomatic) autism“. This terminology used by Coleman is easily comprehensible to a neurologist. The idiopatic autism, by contrast, is one where a dominant
genetic share is expected and the disorder is isolated (Coleman; 2005). To summarize
in other words, the clinical behaviorally cognitive syndrome of autism may be part of
another illness that can be etiologically diagnosed. This may include monogenically
determined diseases or chromosomal aberrations (Angelman syndrome, Prader-Willi
syndrome, Rett syndrome, Down syndrome, fragile X syndrome, Williams – Beuren
syndrome, Tuberous Sclerosis Complex, Sotos syndrome and others) or hereditary disorders of metabolism, which can be diagnosed at enzyme or metabolite levels (such as
Smith-Lemli-Opitz syndrome, mitochondrial disorders, adenylosuccinate lyase deficiency and the like). Autism can also be one of the effects of prenatal infectious diseases
such as rubeola, cytomegalovirus, herpes simplex virus and others. Modern imaging
methods (CT and MRI of the brain) may detect focal structural lesions in the CNS of
the frontal or temporal lobes or the cerebellum (Amaral et al; 2008). In recent decades
the brain structure of autistic people has been studied post mortem (Autism Tissue Program, USA). The brains of autistic people are somewhat larger and frequently testify
to disorders of neuronal migration, which may in turn cause development of epilepsy.
With regard to differential diagnostics established by the pediatric neurologist a subgroup of “autistic children with regression“ is of interest. Regression can be observed
in about one third of children with autism, taking the place of their originally normal development. During early childhood, regression or stagnation of speech, communication
and game appears. Regression takes place early, typically between the 18th. and 24th.
months and is not progressive. Usually a stabilized period of different lengths follows
and may last for months or even years. After that some amount of improvement takes
place, however not recovery. The pediatric neurologist always considers Rett syndrome
360
and searches for genetic or rare neurometabolical disorders, but the specific cause of
regression often remains unknown (Caronna et al; 2008).
Management of epilepsy therapy in autistic children
There is a high level of coexistence of epilepsy and/or epileptiformous specific
abnormity in EEG with autism, in literature specified as a very broad range of 5-38.3 %
(Wrong; 1993, Tuchman; 2002, Kelley and Moshe; 2006, Canitano; 2007, Hara; 2007).
In our cohort it amounted to 44 % (Ošlejšková et al; 2008a). About one third of children
with autism will have epileptic seizures in adulthood (Volkmar and Nelson; 1990). Incidence of epileptic seizures is distributed bimodally. The first peak is recorded at an age
of about 5 years and the other one then during adolescence (Tuchman and Rapin; 2002).
Incidence of cases with epileptic seizures rises in children with mental retardation.
At present it is not recommended to only therapeutically influence with antiepileptics the subclinical epileptiform discharges, but it is also appropriate to carefully
treat the clinically manifest epileptic seizures and at the same time reliably monitor and
record the behaviorally cognitive and emotional outcome of the child. Full compensation of epileptic seizures is important and especially regarding the mentioned atypical
cases it may, too, have the general positive influence on the autistic and further cognitive
manifestations. At the same time, it is necessary to readily and flexibly respond to behavioral and cognitive expressions and any negative responses in a child’s mood and behaviour, which during the therapy with antiepileptics cannot be fully ruled out in children
with autism (Matson and Dempsey; 2008, Peake et al; 2006, Canitano; 2007, Kagan
Kushnir et al; 2005). Further detailed observations are necessary. The complexity of the
problems in question is even enhanced by the fact that autism with epilepsy distinctly
presents a multidisciplinary field and such cases can only be evaluated correctly by the
creatively collaborating pediatric neurologist, psychologist, psychiatrist and pediatrist.
Conclusion
Autism represents a very frequent and serious disorder of early brain development and falls in the group of neurodevelopmental disorders. The management of diagnostics of “autisms“ requires a day-to-day close multidisciplinary cooperation of many
university-educated professionals (both physicians and non-physicians) with parents
and the lay public. The role of the pediatric neurologist on the multidisciplinary team
is irreplaceable. He mainly participates in early diagnostics of autism, differential diagnostics of symptomatic autism, in the therapy of epileptic seizures in autistic children
and of further associated neurological disorders such as sleep disorders. Despite the
whole significant progress in medical research achieved during the last decades, pervasive development disorders continue to present a serious individual, social and medical
problem. In many respects we are able to help children with autism and their families,
but in its core symptoms, the disorder unfortunately continues to be untreatable.
361
AUTISMUS – PORUCHA ČASNÉHO VÝVOJE MOZKU
Abstrakt: Autismus (alias pervazívní vývojové poruchy) patří díky své vysoké
prevalenci (60-70 / 10 000 narozených dětí) mezi nejčastější neurovývojové vady. Skupinu tvoří poruchy s extrémně heterogenním klinickým fenotypem mnohočetných komplexních kognitivně behaviorálních deficitů s developmentálními specifiky, které se manifestují v průběhu dětství nejpozději do 6ti let věku. Diagnostický proces i následnou
péči o dítě a jeho rodinu realizuje multidisciplinární tým odborníků, kam patří lékaři,
vysokoškolsky vzdělaní nelékaři, ale i rodiče, příslušníci rodin a další laická veřejnost.
Z lékařů je to pediatr, dětský neurolog, dětský psychiatr, oční lékař a otorinolaryngolog.
Úkolem dětského neurologa je podílet se na včasné diagnostice poruchy, realizovat diferenciální diagnostiku a řídit terapii přidružených neurologických komorbidit, což je
především epilepsie.
Klíčová slova: autismus, pervazívní vývojové poruchy, neurovývojové vady,
dětský neurolog, včasná diagnostika, epilepsie
362
School and Health 21, 2010, Health Education: Contexts and Inspiration
PREPARATION FOR TEACHING PSYCHOLOGY:
THE EXPERIENCE OF BEGINNING
UNIVERSITY TEACHERS IN EUROPE
Aleš NEUSAR
Abstract: This exploratory study focuses on the experience of beginning
university teachers (both students and faculty members) with their preparation for
teaching. Data were collected by online questionnaires in June 2009 in several European countries both from the point of view of beginning teachers (in particular)
and department heads, all under the auspices of EUROPLAT - European Network
for Psychology Learning & Teaching. Most of the respondents were PhD students.
Teaching is usually not compulsory for them, but it is very common that they do at
least some teaching. Results show that majority of beginning teachers in our sample
do not receive enough training or support for carrying out their teaching responsibilities.
Keywords: teaching psychology, beginning teacher, teacher preparation, support, higher education, Europlat
Introduction
A beginning teacher has to learn many things, e.g. lecture preparation, assessment, dealing with large groups, and acquisition of these competences require a lot of
knowledge, effort and practice. Nobody is a good teacher straight away.
Anecdotal data suggest that many teachers have not received any formal training
or have received a very poor formal training at the beginning of their career. Some of
them became good teachers anyway, through their own effort and simply doing the job
for a long time. Nevertheless many authors (e.g. Goss Lucas, Bernstein, 2005; Park,
2004) argue that, with some training and support more teachers could do a better job
sooner, could avoid so many “hard knocks”, could feel better about their teaching, and
offer greater benefits to their students, too.
After exploring the literature on support and preparation of beginning teachers
(further just “BT”), it quickly became obvious that most of the authors come from the
United States (e.g. Buskist, Davis, 2006; Griggs, 2002; Meyers, Prieto, 2000) and very
few from Europe (e.g. Park, 2004; Lantz, Smith, Branney, 2008). The reason may be
363
that authors write more in their national languages and their resources are thus not available to English (or Czech) speaking researchers or the topic is simply not in a focus of
current research interest.
Because of the lack of research on this topic in Europe, several members of the
recently established European Network for Psychology Learning and Teaching (EUROPLAT - www.europlat.org) decided that there is a need of exploratory research of the
current state of the art in teacher preparation in order to get the broader view necessary
for future development. Another reason was the personal experience of the members of
EUROPLAT (including mine) from their countries which generally said that BTs do not
receive enough attention.
According to Buskist (2009) the “ideal” preparation and support should include 1-2 semester-long courses on university teaching which would primarily focus
on effective course design (how to create and manage a course); effective classroom
management and interpersonal skills; effective public speaking skills and giving
feedback (immediate and assessment). The course should be interactive and include
discussions, the opportunity for beginning teachers to deliver lectures and be observed etc. After the course, beginning teachers should be observed several times
during their first teaching experience and receive feedback from a mentor or other
colleague.
The “ideal” preparation described above is offered at about 40% of US universities (although enrolment is not usually required, or required only for BTs who will be
teaching their own courses soon), and about 60% of good quality higher education institutions offer at least a one-day seminar program (Buskist et al., 2002; Meyers, Prieto,
2000).
The present exploratory study aims mainly to a) explore teaching and teaching
related activities of beginning teachers (PhD students, new faculty members and MA
students) in Europe and to b) find out how beginning teachers are being prepared for and
supported in carrying out their teaching responsibilities.
Method
Procedures and participants
In June, 2009, emails were sent containing Internet links to online questionnaires (one for beginning teachers and one for department heads), along with instructions for completing them, to all EUROPLAT country representatives (one or more
people from each European country & Turkey) and to all departments of psychology
in the Czech Republic. The EUROPLAT representatives were asked to contact all
psychology departments in their countries and to try to motivate people to answer
the questionnaires. If there were too many institutions (e.g. in UK), a representative
sample of departments (e.g. big, small, various quality rankings) was requested. Our
goal was to gather as much data as possible from various psychology departments
across Europe. Addressed departments were only those that teach future psychologists e.g. clinical, social, cognitive, and educational. All answers had to be submitted
in English.
364
Table 1: Sample characteristics
gender
age
focus mostly on
degree studied
fem.
male
M
SD
min
max
research
teaching
half
PhD
MA
finished
111
39
30
6,7
21
59
68
8
20
109
27
12
type of PhD
employed not em.
78
11
A total of 151 responses of beginning teachers from 73 institutions in 16 countries were valid (+ 28 from department heads or deputies). Several respondents did
not finish the whole questionnaire, but finished at least some of the non-demographic
questions (I counted these as valid responses). The majority of respondents were from
the UK, Norway, the Czech Republic, Portugal, Belgium, Sweden and Turkey. Several
respondents were from Slovakia, Slovenia, Spain, Austria, Ukraine, Liechtenstein and
Iceland. Approximately 50 % of those who clicked on the LOGIN of our online questionnaire filled it out.
The timing of the data collection was not ideal because of the exam period at
many departments. This was probably one of the reasons for our relatively low response
rate. Another reason was certainly the online data collection format, which usually leads
to lower response rates (Birnbaum, 2004).
Instrument
There were two versions of the online questionnaires. The beginning teacher questionnaire had 37 questions (both open-ended and closed). Several
questions were inspired by the “Postgraduates who Teach Survey” which was
conducted in the UK (Lantz, Smith, & Branney, 2008). The department heads
(or deputies) version had 16 questions (both open-ended and closed). Apart from
demographic questions, both questionnaires focused mostly on teaching (face-to
face, seminars) and teaching related activities (e.g. marking; correcting). The results presented here focus on teaching (exclude teaching related activities) from
the perspective of beginning teachers themselves. Each participant in the survey
automatically received an anonymous ID number. Participants were assured that
survey results will be presented in summary form only and that the names of
institutions will be anonymised after data collection. Participants did not have
to respond to questions they did not want to answer and they could select an answer from a pre-established list of response options or could generate their own
answer.
Results
Cumulative and relative frequencies were counted only from those respondents who
answered a particular question. Results thus present only a valid percent and a valid N.
In relation to the question about their general teaching experience, a total of
56 % of participants (N = 61) chose the response option that said: “I had to do everything by myself. Nobody guided me and nobody observed me during lectures. When
I asked I received some advice.” A total of 36 % (N=39) chose the option that said: “
365
I got some advice, but mostly had to do most things by myself. I was observed once or
twice during lectures. I was guided but not very much. If I asked I was helped.” Only
9 % (N=10) of the participants chose the third option, which said: “I received valuable
advice from other people. I was continuously observed during lectures as well. I was
continuously guided and offered advice.”
Table 2 shows that at various departments it is very common that “most of
students” teach or “some students teach and some do not teach”. (MA students teach
exceptionally and faculty members do teach because it is their job to do so – that is why
they are not included in the table.) Nevertheless, this does not mean that they have to
teach. A majority of ph.D. students reported that teaching is not compulsory for ph.D.
students (65 %; N = 46). We can see that department heads’ answers are slightly higher,
but we have to be careful interpreting this result because of the small sample and varied
number of students from each department.
Table 2: Estimated frequencies of ph.D. students who teach at various departments (students’ and department heads’ answers)
How many PhD students teach
%
N
students
dep. heads
students
dep. heads
most of students
37
48
40
12
some students do, some don’t
32
28
34
7
it’s exceptional
11
12
12
3
no students
6
-
6
-
Most of the BT’s have never (or just once or twice) been observed in a teaching
role (see table 3). A total of 66 % of those who were observed (N = 38) reported they
have received a valuable feedback after observation.
Table 3: Observation of BT in teaching role (students’ and department heads’ answers)
Observed in teaching role
continuously
sometimes
once or twice
no
%
students
4
15
26
55
N
dep. heads
4
38
8
50
students
4
15
26
56
dep. heads
1
9
2
12
Many BT’s report they had to learn everything by doing it and from occasional
advice given by colleagues. Systematic guidance and advice or a worthwhile teaching
course was reported just couple of times (see table 4). Each respondent could choose
more than one alternative. A total of 43 % of those who had attended a teaching course
reported that it was very valuable, while 44 % said it was somewhat valuable (44 %) and
13 % said it was not very valuable.
366
Table 4: What helps BT improve teaching skills?
What helps students improve teaching skills?
Percent
N
Nothing. I had to learn it myself by doing it.
31
49
Reading books about this topic
16
25
Occasional advice given by other colleagues
34
54
I was systematically guided and received advice by others (e.g. lecturers)
7
11
I absorbed a lot from a whole teaching course
12
19
As for the value of teaching, BTs said that if they did not teach they would miss a lot
of knowledge about psychology (32 %, N = 62), enjoyment (30 %; N = 58), a good break
from research (16 %; N = 30) and extra money (12 %, N = 24). On the other hand they also
noted that there would be some benefits of not teaching, e.g. more time for their own research
or less stress (details in Table 5). Each respondent could choose more than one alternative.
Table 5: What would be better if BT did not have to teach?
Better if BT did not have to teach
Percent
N
I would have had more time for my own research
45
68
I would not waste my time with t. and preparation
5
8
I would not be so stressed
21
32
I would not have to read so much
2
3
I do not think it would be good if I do not teach
25
38
To the question “Is there any training in teaching you feel that you need? (tick as
many you want)” quite many BT’s reported to have “need of training” in at least some of
the areas (see Table 7). Each respondent could choose more than one alternative.
Table 6: Training in teaching BT feel they need
Training needed
Percent
N
lectures and lecture preparation
20
46
dealing with difficult students
19
42
working with large groups
8
17
working with small groups
15
34
assessment and marking
14
17
improving motivation of students
25
31
Most of the BT’s were either quite satisfied or not very satisfied with the available
trainings and courses in teaching. This could mean that courses were not available or not
very high quality (see Table 8). Each respondent could choose more than one alternative.
Table 7: Satisfaction with available trainings and courses in teaching
Level of satisfaction
Percent
N
Very satisfied
6
9
Quite satisfied
21
32
Not very satisfied
25
38
Dissatisfied
11
16
367
Finally I would like to illustrate some of the major problems BTs have to deal
with by quoting from some open-ended questions. These three illustrations focus on
quality and quantity of the courses and receiving feedback and I don’t think they need
any commentary.
„There is a teaching course required for PhD students. It’s by far the worst course I have ever taken in my whole life! But I did get a very clear impression of what NOT
to do and how I DON’T want to be as a teacher.“ (40, female, PhD student)
„Very often there is no real feedback from teaching activities. It would have
been good to have had a structured learning and specific feedback on how and if the
work was improving. Also, the relationship with students doesn’t provide an accurate
feedback, thereby, the first years of teaching can be a very isolated learning process,
highly dependent on the social network and the abilities young teachers have to seek
help and information in these networks.“ (31 years, female, PhD student)
“I enjoy teaching very much, but I feel disappointed at the lack of training provided for post grads who teach. I think the students that we teach would be shocked if
they knew how little training we had!” (52, female, PhD student)
Discussion and Conclusion
As the results show, most of the beginning teachers report they were not guided
(or not guided enough), received just occasional support when they asked for it, did not
attend any training in teaching, had only poor training. Department heads’ reports were
slightly more optimistic, which is quite common in similar research (e.g. Myers, Prieto,
2000) but we have to be careful interpreting it, because of the small sample and varied
number of students from each department.
If we take the results as they are, those could be very upsetting findings. However we have to be cautious in evaluating these findings. First, even if majority of BTs
do not receive sufficient training and support, we do not know if the situation is getting
better or worse, because we do not have any data to compare our findings with. Secondly, because it was a non-probability sample and we have mixture of responses from
various countries and various departments (and various numbers of answers from them),
it may happen that our respondents come from those departments who do not “care”
about teaching preparation so much. That may indeed have happened, but on the other
hand, we now know (or at least have a strong belief) that at least a large portion of BTs
will probably be in very same situation. We can also expect that those who responded to
this questionnaire will probably be those who are more motivated to answer and maybe
more motivated about their teaching as well.
The results also show that teaching seems to be quite beneficial for BTs. They
say that they would miss a lot of knowledge about psychology, enjoyment, a good break
from research, and extra money. On the other hand there would be also some benefits of
not teaching, e.g. more time for their own research or less stress which corresponds with
findings from UK (Lantz, Smith, Branney, 2008). I think that the majority of drawbacks
368
could certainly be reduced if there would be more systematic approach to BT’s preparation and engagement (especially the amount of teaching) of PhD’s in teaching (Hickson,
Fishburne, 2005; Park, 2004).
If we try to compare our findings with USA findings (with all limitations in
mind), we find, that the situation in the USA seems to be generally somewhat better
(e.g. mentoring programmes, offer of courses) and the “ideal” preparation and support is
quite rare in the USA as well as in Europe (Buskist, 2009; Buskist et al., 2002; Meyers,
Prieto, 2000).
The good thing is that we can learn a lot from many good examples and do not
have to invent what are the efficient ways how to prepare BTs for their task (Park, 2004).
This situation gives us a great opportunity to do something and make things better.
What are the possible consequences if we continue to allow BTs to have no preparation, or inadequate preparation, for teaching? According to Wimer and Prieto (2004)
these consequences include a) a decline in future faculty development, b) impaired teaching effectiveness (undergraduates may be less well-prepared) and c) a loss of interest
in teaching among BTs. These are serious consequences, so the obvious question is why
there is so little interest in and efforts to support beginning teachers in psychology?
The survey’s results do not offer an exact answer, but we can speculate about
some of the reasons:
1) Nobody cares. Neither BTs nor their students protest, and department heads have
other things to do that they feel are more important.
2) Nobody is aware of this problem. Many teachers do not have own experience
with training and support and many potential mentors do not have any experience with mentoring.
3) Lack of teacher preparation is not a real problem because each BT has the opportunity and right to develop his/her own teaching style and may ask for help if
he/she needs it. (This is a Darwinian argument that, in light of the consequences
listed above, does not seem to be a strong one.)
4) There is strong pressure for students to develop excellent research (which is
certainly desirable) and nearly no pressure to develop excellent teaching skills
(Hickson, Fishburne, 2005). I hear this argument from many people from different countries across Europe, and it applies in the USA, too.
I hope that these research findings might serve to stimulate discussion of how
we can all help to change the BTs preparation situation. Even if the situation is not as
bad as we fear it is, and if we missed learning about some really great departments that
provide high quality teacher preparation (I am happy to see more and more of these
across Europe), there are undoubtedly many beginning teachers who get too little, or no,
support and training and we should think more about how to help them, and how that
help can indirectly satisfy their students who desire and deserve good teachers. Just as
in business and industry, departments of psychology must invest into their workers. If
not, we know what happens...
369
PŘÍPRAVA NA VÝUKU PSYCHOLOGIE: ZKUŠENOSTI
ZAČÍNAJÍCÍCH UNIVERZITNÍCH UČITELŮ V EVROPĚ
Abstrakt: Tato explorativní studie se zabývá zkušenostmi začínajících univerzitních učitelů (studentů i členů katedry) s přípravou na výuku. Výpovědi z pohledu
začínajících učitelů (zejména) i vedoucích kateder byly sbírány online dotazníkem v několika evropských zemích pod záštitou EUROPLAT - European Network for Psychology Learning & Teaching v červnu 2009. Většina respondentů byli doktorští studenti.
Učit je pro tyto studenty velmi běžné a obvykle není povinné. Výsledky ukazují, že
většina začínajících učitelů z našeho vzorku neprošla dostatečným tréninkem a neměla
adekvátní podporu pro plnění úkolů spojených s výukou.
Klíčová slova: výuka psychologie, začínající učitel, příprava učitelů, podpora,
vyšší vzdělání, Europlat
370
School and Health 21, 2010, Health Education: Contexts and Inspiration
THE CONTRIBUTION OF UNIVERSITIES
OF THE THIRD AGE TO SENIOR
CITIZENS’ QUALITY OF LIFE
Petr ADAMEC, Jiří DAN, Barbora HAŠKOVÁ
Abstract: U3A courses are intended for people no longer in full time employment. The concept was first developed in France in the early 1970s. Masaryk University
has been organizing U3A courses since 1990. In order to qualify for a U3A course,
applicants must be retired and have A levels. Various analyses of the motives and the
rising interest in studies indicate that the courses increase the quality of life of the senior
citizens involved. This paper aims to interpret the results of our survey as well as thoroughly discussing the motives and reasons leading senior citizens to participate in U3A
courses. A comparison drawn between our results and other scientific studies points to
the conclusion that U3A courses present an agreeable and dignified means of sustaining
a reasonable quality of life for a part of the elderly population. Among other benefits,
senior citizens appreciate the opportunity to actively engage in social life, create new
social relations and participate in voluntary work.
Keywords: quality of life, university of the third age, seniors’ motivation in education
Quality of life is universally accepted as comprising a multidimensional phenomenon. From an individual’s point of view, the term is first and foremost a personal and
subjective one, closely linked to notions of well-being and mental health. It is linked
to both physical and mental activity throughout the stages of an individual’s life while
also associated with existing or potential work activity. Last but not least, it is constantly
influenced by an individual’s integration in society, his/her social standing and place in
the immediate family as well as a wider social context.
In recent years, more and more attention has been devoted to issues surrounding
the quality of life of senior citizens. This is associated with the rising life expectancy in
the Euro-Atlantic cultural space. As noted by Vaďurová (2005), quality of life (QOL)
has proven to be an extremely difficult term to define with the corresponding measuring
methodology being no less challenging. She considers quality of life a key area in research focusing on the behavioural and social aspects of the life of the elderly.
The quality of life of senior citizens is influenced by a number of factors, among
371
them e.g. health, lifestyle, social surroundings, available material means, work activity,
medical care, social services, accommodation, education, ethical principles applied in
society, etc.
A number of documents deal with issues associated with sustaining the quality
of life of senior citizens: the International Plan of Action on Ageing (Vienna 1982),
UN Principles for Older Persons (1991) and the International Plan of Action on Ageing
(2002) from the Second World Assembly on Ageing (Madrid 2002).
These are mirrored in a document published by the Government of the Czech
Republic entitled “National Programme of Preparation for Ageing for 2003–2007”. The
document lists measures in support of ensuring a high-quality and dignified ageing environment as well as senior citizens’ active participation in social life. The Programme
of the Government of the Czech Republic includes the following suggestions in the area
of education:
– Promoting the implementation of the lifelong learning concept according to the
“National Program for the Development of Education”, “Long-term Plan for
the Development of Education” and within the framework of the “Memorandum on Lifelong Learning”,
– Preparing the “Concept for lifelong learning”, supporting lifelong learning development programmes,
– Supporting the establishment of universities of the third age (U3A) as well as
developing their educational programmes,
– Supporting the formation of “academies of the third age” on national, regional
and local levels,
– Supporting the establishment of “Educational Centres” and ensuring access for
senior citizens,
– Participating in the integration of the Czech Republic into European as well as
world-wide structures dealing with the education of senior citizens (AIUTA,
LiLL, EFOS, EURAG),
– Creating educational, informative and retraining programmes for senior citizens,
– Raising senior citizens’ awareness of educational opportunities and forms.
Providing persons no longer in full time employment with lifelong learning opportunities is one of the key goals defined therein.
The education of senior citizens may be said to encompass a number of important
functions. It contributes to a sense of dignity, helps preserve an individual’s knowledge
base and contributes to maintaining one’s place in society. It exerts positive influence on
the senium, helps adapt to lifestyle changes and contributes to preserving one’s physical
and mental energy. Participating in educational activities may be one of the factors in
attaining the so-called wisdom of old age.
In operational terms, quality of life is defined by means of the content of questionnaires used in expert studies on the quality of life, as mentioned by Vaďurová (2005).
One of the possible techniques of structuring the areas falling under the comprehensive
umbrella term of quality of life is subdividing them into e.g. the following categories:
existence, i.e. the physical aspect, the mental aspect, fellowship, i.e. a sense of place
372
among fellow citizens and in society, and adaptability, i.e. daily life, leisure time, plans
for the future.
The leading position among the various forms of senior citizen education in the
Czech Republic is currently occupied by universities of the third age. While the notion
was first implemented in France in the 1970s, Masaryk University has been organizing
such courses since 1990. In order to qualify for enrolment in a U3A course, applicants
must be retired as well as being at least secondary school graduates with completed
A levels. Analyses of the motives and rising interest in studies indicate that the courses
contribute to increasing the quality of life of the senior citizens involved.
A comparison between the findings established in our research and in similar studies allows us to conclude that – at least for some of the elderly population – U3A courses comprise a means of maintaining the quality of life of senior citizens in an agreeable
and dignified manner. A sense of participation in social life and various events, acquiring new contacts and the option of taking part in voluntary tasks are also considered
important.
Analyses of the makeup of U3A participants have repeatedly confirmed that
more interest is generally generated among women than men and that people with backgrounds requiring lifelong education, e.g. primary and secondary school teachers, medical doctors, public administration officials, etc, are more likely to enrol.
There are at least two reasons for assessing the motivation for studies in U3A
courses:
a) on a general level, such an assessment comprises a report on (a part of) the
current senior population,
b) on a course organization level, the findings may contribute to reaching an
agreement between the existing offer on the part of the institution in question
and demand on the part of course participants.
The survey presented here was conducted among a group of first-year U3A participants in courses organized by Masaryk University in the 2006/2007 academic year
prior to the beginning of instruction. The results presented here are relevant to the motivation for attending such courses. They are part of a wider research scheme which is
conducted regularly and includes – among other things – an assessment of the courses
as such as well as an evaluation of individual lectures.
Method: A pilot study, consisting of guided interviews with course participants,
was used to define a total of 11 possible positive study motives. Respondents were asked
to rate these on a five-point Likert scale. The individual points were labelled as follows:
strongly agree, agree, neither agree nor disagree, disagree, strongly disagree.
This scale was chosen for a number of pragmatic and practical reasons, with full
awareness of the potential distortion which may occur when this method is utilized.
Unlike in the case of open-ended questions, the results thus allocated to scales
are relatively easy to quantify and subsequently facilitate meaningful computer processing. Senior citizens were likewise able to indicate their answers without any difficulty.
Of the 143 questionnaires administered, 11 were eliminated due to incomplete data; the
results are thus based on a sample comprising 132 individuals. The analysis took place
in October 2006, i.e. at the beginning of course instruction; the questionnaire was distributed at the end of the lecture and handed in on completion by individual respondents.
373
Results: The individual points were each allocated a value: strongly agree – 1,
agree – 2, neither agree nor disagree – 3, disagree – 4, strongly disagree – 5. The closer
the mean value is to 1, the stronger the motivation.
An example of one of the 11 motives in question is listed in table No. 1 detailing
the frequency of occurrence of the individual points with respect to the desire to maintain and improve knowledge in one’s field of professional expertise.
Mean, median (numeric value separating the higher half of a sample from the
lower half) and mode (most frequently occurring value) were calculated for all motives.
These level characteristics respect all possible point values, both positive and negative.
The most cited motive was “[the desire to] acquire new knowledge and information” (mean of 1.14) while acquiring a certificate formed the weakest study incentive (4.08). A comparison of the motives relevant to maintaining and improving
one’s knowledge yielded some interesting results: while maintaining and improving
knowledge in one’s field of interest reached a mean of 1.30, maintaining and improving
knowledge in one’s field of professional expertise ranked among the weaker motivating
factors with a mean of 2.69.
Table No. 1: Absolute and relative frequencies of motive assessment points: maintaining and improving knowledge in one’s field of professional expertise
motive assessment points
frequency
relative frequency
cumulative
frequency
strongly agree
35
26.5
26.5
agree
42
31.8
58.3
neither agree nor disagree
7
5.3
63.6
disagree
25
18.9
82.6
strongly disagree
23
17.4
100
total
132
100
Table No. 2: Numeric characteristics of the intensity of individual motives
motive
I wish to acquire new knowledge and information
I want to maintain and improve knowledge in my
field of professional expertise
I want to maintain and improve knowledge in the
field of my own interest
I would like to utilize my free time in a meaningful
manner
I want to verify whether I am still fit
mean
median
mode
1.14
1
1
2.69
2
2
1.30
1
1
1.29
1
1
1.74
1
1
I wish to remain in good mental health
1.23
1
1
I want to study as I did not have time to do se
before
2.54
2
1
I would like to learn something for use later on
2.24
2
2
I wish to acquire a certificate
4.08
5
5
n = 132
374
The following table and graph show the combined cumulative frequencies of
“strongly agree” and “agree” for individual motives. Motives have been arranged according to intensity.
Table and graph No. 3: Cumulative frequencies of “strongly agree” and “agree” of
individual motives for studies in U3A
motive
cumulative %
I wish to acquire new knowledge and information
100
I wish to remain in good mental health
99.2
I want to maintain and improve knowledge in the field of my own interest
98.5
I would like to utilize my free time in a meaningful manner
98.5
I want to maintain social contact with other people
88.6
I want to verify whether I am still fit
86.4
I wish to spend my time with people who have similar interests
82.6
I would like to learn something for use later on
68.2
I want to study as I did not have time to do se before
64.4
I want to maintain and improve knowledge in my field of professional
expertise
I wish to acquire a certificate
58.3
375
14.4
The results show that the intensity of individual positive motives for studies in
U3A courses is considerable. The cumulative frequency of answers relevant to individual motives directly associated with the experience and subjective aspects of senior
citizens’ quality of life always rated over 60 % and while the professional expertiserelated motive was slightly weaker, the cumulative frequency relating the certificate
acquisition motive remained far behind.
A comparison between the findings established in our research and in similar studies allows us to conclude that – at least for some of the elderly population – U3A courses comprise a means of maintaining the quality of life of senior citizens in an agreeable
and dignified manner. A sense of participation in social life and various events, acquiring new contacts and the option of taking part in voluntary tasks also play an important
part.
PŘÍNOS UNIVERZIT TŘETÍHO VĚKU KE KVALITĚ
ŽIVOTA SENIORŮ
Abstrakt: Vzdělávání v kurzech U3V je určeno osobám v postproduktivním
věku. Myšlenka byla poprvé realizována po roce 1970 ve Francii. Masarykova univerzita organizuje kurzy od roku 1990. Podmínkou zařazení do kurzu je dosažení důchodového věku a alespoň středoškolské vzdělání s maturitou. Analýzy motivů ke studiu a zájem
o studium, který se neustále zvyšuje, dokládají, že kurzy přispívají ke kvalitě života seniorů. V příspěvku budou interpretovány a diskutovány motivy a důvody účasti v kurzech,
zjištěných v našem výzkumu. Porovnáním našich zjištění s údaji z literatury lze dospět
k závěru, že kurzy U3V pro část populace seniorů představují jednu z možností, která
významnou měrou napomáhá k udržení kvality života pro účastníky vzdělávání U3V
seniorů přívětivým a důstojným způsobem. Důležitým aspektem je pro seniory i pocit
účasti na společenském dění, navazování kontaktů, možnosti voluntaristického uplatnění.
Klíčová slova: kvalita života, Univerzita třetího věku, motivace seniorů ke vzdělávání
376
School and Health 21, 2010, Health Education: Contexts and Inspiration
THE CHERNOBYL DISASTER
AND HUMAN HEALTH
Vladislav NAVRÁTIL
Abstract: The accident at the Chernobyl nuclear power plant in 1986 was
a tragic event for its victims, and those most affected suffered major hardship. Some of
the people who dealt with the emergency lost their lives. About 200 000 people (“liquidators”) from all the former Soviet Union were involved in the recovery and clean up of
destroyed region. The plants seem to be protecting themselves from radiation 137Cs and
other radioactive elements. Similar conclusions as to the plants can be set also as to the
animals. New generations of them is more tough against radiation damage in comparison with the first generation survived in Chernobyl
Keywords: Chernobyl disaster, nuclear power, radioactive elements, contamination, human health
1. Chernobyl disaster (history and reasons)
The Chernobyl disaster was a nuclear reactor accident in the Chernobyl Nuclear
Power Plant in Ukraine, at that times part of the Soviet Union (The Power Plant was situated nearby small city Pripyat, at about 100 km from Kiev, capital of Ukraine – Fig.1).
It is considered that the Chernobyl disaster was the worst nuclear power plant disaster in
the history (nō 7 according to International Nuclear Event Scale)
Fig.1 The surrounding of Chernobyl
Fig.2 Scheme of RBMK nuclear reactor
377
Fig.3. Nuclear power plant after
the explosion.
Fig.4. The radioactive cloud a week after
the disaster.
On the April 26, 1986, the reactor crew at Chernobyl – 4 nuclear power plant
was been preparing for a test to determine how long turbines would spin and supply
power following a loss of main electrical power supply. Such experiment was proposed to test a safety emergency core cooling feature during the shut down procedure.
The reactor RBMK (Fig.2) is consisted of about 1600 individual fuel channels and
each operational channel required huge amount of cooling water (at about 28 tons per
hour). There was concern that in case of an external power failure the power station
would overload, leading to an automated safety shut down in which case there would
be no external power to run the plant´s cooling water pumps. For this purpose there
were three backup diesel generators, required 15 seconds to start up and at 60–75 seconds to attain full speed and required power (together 90 seconds so called “power
blackout”). This more than one minute power gap was considered to be unacceptable
and it was suggested that the mechanical energy of the steam turbine could be used
to generate electricity to run water pumps, while they were spinning down. Because
generator voltage decreases with this spinning down, a special device (voltage regulating system) was to be tested during the simulated blackout. Every nuclear reactor
is designed in such a way that in case of an failure, the reactor would be automatically
scram. For this purpose control rods would be inserted and stop the nuclear fission
process and other generators. According to detail analysis, the Chernobyl experiment
was performed at the most dangerous point in the reactor cycle. For the experiment
the reactor was set at a low power setting (50 %) and the steam turbine run up to full
speed. At this low power output a phenomenon called xenon poisoning by which high
levels of 135Xe absorb neutrons and thus inhibit nuclear reaction, become predominant. To increase power, control rods were pulled out of the reactor core, automatically control system was switched out and staff had to use manual control.
The result of these very unstable conditions was the first steam explosion. It blew
the 2000 ton heavy cover damaged the top of the reactor hall. Second, more powerful explosion occurred about two second after the first. It was caused by the hydrogen
which had been produced by steam – zirconium or hot graphite – steam reaction. Very
hot parts of ejected material caused a fire and the smoke arising from the burning radioactive graphite blocks contaminated great areas (Fig.4). In order of high irradiation most
of the staff of the reactor died within three weeks.
378
Fig.5 Dropping a material
Fig.6 Firemen on the roof of the power plant.
Fig.7 Reactor after the disaster (scheme).
Fig.8 Water and radioactivity
The first priority for firefighters was to extinguish fires on the roof of the station.
Many of the firefighters received high doses of radiation because they thought that the
fire was only regular electrical fire and did not use any protective gear. The fire was
extinguished by a combined effort of helicopters dropping over 5000 tons of materials
like a sand, lead, clay and boron onto the burning reactor and injection of liquid nitrogen
(Fig.5). The explosion and fire threw particle of the nuclear fuel and dangerous radioactive elements like 137Ce,, 131I, 90Sr into the air. The molten core (high radioactive uranium and metals) melted down the Earth surface and there was a danger to reach water
rich layer (underground sea) below the reactor. To reduce the possibility of catastrophic
steam explosion it was decided to freeze the earth beneath the reactor. Using oil drilling
equipment, injections of liquid nitrogen were used (25 tons of liquid nitrogen per day
kept the soil frozen at -100 0C).
At about 30 hours after the catastrophe the evacuation if inhabitants began. In order to
reduce the baggage the residents were told that the evacuation would be temporary, lasting approximately three days. As a result, Pripyat still contains personal belongings (Figs.13–20).
379
The reactor was covered with bags containing sand, lead and boric acid and large
concrete sarcophagus had been erected o seal off the reactor and its contents (Fig.5).
Many of vehicles used by the liquidators remain parked in a field of Pripyat area (Figs
27-29) over 20 years after the disaster (their initial radioactivity was 0,1–0,3 Gy /hr).
About 200 000 people (“liquidators”) from all the former Soviet Union were
involved in the recovery and clean up of destroyed region. They received high doses of
radiation from 100 to 500 mSv ( predominantly from 131I and 137Cs ). About five million
people lived in areas contaminated above 37 kB / m2 by 137Cs. In this years 210 000
people were resettled into less contaminated areas.
After the accident all work on the unfinished reactors 5 and 6 was halted three
years later. However the disaster in reactor 4 was followed by the fire in the turbine
building of reactor 2. In 1991. Reactor 1 was decommissioned in the year 1996 and on
December 2000 president of Ukraine personally turned off Reactor 3 and this act represented end of Chernobyl Nuclear Power Plant. Workers and their families now live in a
new town Slavutich, 30 km from the plant (built following the evacuation of Pripyat).
The Chernobyl reactor is now enclosed in a large sarcophagus. A new safe confinement structure will be built by the end of 2011 by help of the Chernobyl Shelter Fund
which is organized by the European Bank for Reconstruction and Development and
funds from donors and projects are gathered by this institution.
2. Health and Environmental Effects of Chernobyl disaster.
2.1. Plants.
Trees, bushes and vines overtake abandoned streets in Pripyat, near the Chernobyl nuclear power plant (Fig.10). Despite the devastation, local flora did not change
or improved its property. According to Martin Hajduch, a plant biologist at the Slovak
Academy of Sciences in Nitra, soybeans, planted inside of 30-kilometer restricted zone
have three times more cysteine synthase, then soybeans, planted on 100 kilometers remote field. Cystein synthase protect protects plants by binding heavy metals. Chernobyl
soybeans also have 32 % more betaine aldehyde dehydrogenase, compound found to
reduce chromosomal abnormalities in human blood exposed to radiation.
Fig.9 Restricted zone
Fig.10 Abandoned house overgrown by vine
380
Fig.11 School building
Fig.12 Pripyat today
What is the conclusion? The plants seem to be protecting themselves from radiation (137Cs and other radioactive elements), but nobody knows how these proteins changes translate into survival, i.e. if future generations of soybeans (and generally also their
plants) will have the same amount of proteins. It can be expected that also other plants
mobilized evolutionary mechanisms enabled them higher level of radiation.
Fig.13 Russian wheel
Fig.14 School library
Fig.15 The inkpot
Fig.16 Soviet politicians
Fig.17 No comment
Fig.18 Very sad figure
381
Fig.19 Teachers room
Fig.20 Room in hospital
Fig.21 Pripyat today
Fig.22 Pripyat today
Fig.23 Human radiation exposure
382
2.2. Human and animals health damage.
For the last two decades , attention has been focused on investigation of relations
between irradiation caused by radionuclides and thyroid cancer in children. Particularly
dangerous are highly radioactive compounds that accumulate in the food chain, such as
some isotopes of iodine and strontium. Of 600 workers present on the site during the
early morning of April 26, 134 received high doses (0,7–13,4 Gy) and suffered from
radiation sickness. Of these 28 died in the first three months and another 19 died in
1987–2004 of various causes not necessarily associated with radiation exposure. In addition, according to the UNSCEAR 2000 Report, during 1986 and 1987 about 450 000
recovery operation workers received doses of between 0,01 Gy and 1 Gy. That cohort is
at potential risk of late consequences such as cancer and other diseases and their health
will be followed closely. More than 4000 thyroid cancer cases had been diagnosed in
the group of children. It is expected that the increase in this type of cancer due to Chernobyl disaster will continue for many years.
Among workers (liquidators) exposed by high doses of radiation (more than 150
mSv) there was emerging some increase of leukemia. But it is expected incremental
decrease of these type of cancer. No other increase of other cancers were not observed.
Similar conclusions as to the plants can be set also as to the animals. New generations of them is more tough against radiation damage in comparison with the first
generation survived in Chernobyl. As a result, at present time the 30 km “forbidden
zone” seems to be an “animal paradise” for deers, wolfs, rabbits, hares, foxes, beavers,
wild Převalsky horses, many kinds of birds and fishes (Figs 24–26). New generation of
these species are more resistant against radiation.
The radioactive contamination of aquatic systems became a major issue immediate after the accident. In the most affected areas level of radioactive elements 131I, 137Cs
and 90Sv in drinking water was some months relatively high. But after this period the
radioactivity decreased below guideline limits for safe drinking water.
Accumulation of radioactive elements in fish were significantly above guideline
maximum levels for consumption (which is 1 kBq / kg). For example in the Kiev reservoir in Ukraine it was at about ten times higher. Similar situation can be expected also
as regards of animals.
Fig.24 Wild Převalsky horses
Fig.25 People living in restricted zone
383
Fig. 26 Fish in Kiev lake.
Fig.27 Irradiated helicopter in Pripyat.
Fig 28 Pripyat „parking site“
Fig.29 Pripyat „parking site“
3. Conclusion
The accident at the Chernobyl nuclear power plant in 1986 was a tragic event for
its victims, and those most affected suffered major hardship. Some of the people who
dealt with the emergency lost their lives. Great arrangements to avoid similar disasters
have been made. All of the RBMK reactors have now been modified by changes in the
control rods, adding neutron absorbers and consequently increasing the fuel enrichment
from 1,8 % to 2,4 % 235U, making them much more stable at low power and also automatic shut – down mechanisms now operate faster together with automated inspection
equipment which has been also installed. Since 1989 over 1000 nuclear engineers from
the former Soviet Union have visited Western nuclear power plants and other mutual visits have been realized. The IAEA (International Atomic Energy Agency) safety
review projects for each particular type of Soviet reactor and consult it with the aim
to focus on safety improvements. The Nuclear Safety Assistance Coordination Centre
database lists western aid for more than 700 safety – related projects in former Eastern
Block countries. According to a German Nuclear Safety Agency report a repetition of
the Chernobyl accident is now virtually impossible.
384
KATASTROFA V ČERNOBYLSKÉ JADERNÉ
ELEKTRÁRNĚ A JEJÍ DOPAD NA PŘÍRODU A LIDSKÉ
ZDRAVÍ
Abstrakt: Černobylská jaderná katastrofa, ke které došlo v roce 1986, se stala
tragickou událostí s mnoha oběťmi, z nichž některé nesou následky dodnes. Její materiální škody jsou obrovské a jejich odstranění znamenalo pro Ukrajinu značné zatížení.
Likvidace škod jaderné exploze v Černobylské elektrárně se zúčastnilo asi 200 000 osob
(“likvidátorů”) z celého tehdejšího Sovětského svazu. U rostlin, vystavených záření došlo k mobilizaci evolučních mechanismů, které je chrání proti účinkům záření od 137Cs
a ostatních radioaktivních prvků. Stejné závěry jako pro rostliny platí i pro živočichy.
Jejich nové generace jsou odolnější proti účinkům záření ve srovnání s těmi, kteří jí byli
zasaženi v době katastrofy.
Klíčová slova: černobylská katastrofa, nukleární energie, radioaktivní prvky,
kontaminace, lidské zdraví
385
BIBLIOGRAPHY
A
ALLEN DA. Autistic spectrum disorders: clinical presentation in preschool children.
J Child Neurol. 1988;3-S48.
AMARAL DG, SCHUMANN CM, NORDAHL CW. Neuroanatomy of autism: Trends
in neurosciences 2008 Mar, 31 (3): 137-145
American Psychiatric Association. Diagnostic and Statistic Manual of Mental Disorders, 4th
ed. (DSM-IV). American Psychiatric Association Washington, D.C. 1994.
ANAGNOSTOU E, SCHEVELL M. Outcomes of children with autism In: Tuchman R,
Rapin I, editors. Autism: A neurological disorder of early brain development. London: Mac Keith Press; 2006. p.308-21.
ANDERSEN, S., M. Self-knowledge and social inference: The diagnosticity of cognitive/affective and behavioral data. Journal of Personality and Social Psychology, 46, 194-307. 1984.
Annex to Recommendation of Ministerial Committee of European Council no R(95) 15
on Preparation, Use and Examination of Quality of Blood Products, 10th
release - version 2003, European Council CDSP (98) 9. [online], [quoted
on 03 May 2010]. Available on <http://www.hematology.sk/modules.php?name=News&file=article&sid=50>
Annual Report 2009. [online], [quoted on 04 May 2010]. Available on:
Annual Report of the Slovak Red Cross for 2008. [online], [quoted on 11 February
2010]. Available on <http://www.redcross.sk/fileadmin/user_upload/Rocne_spravy/vyrocna_sprava_2008.pdf >
B
BACKETT-MILBURN, K.; McKIE, L. A. Critical appraisal of the draw and write technique.
Health Education Research, 1999, 14, 3, p. 387-398. ISSN 0268-1153.
BACKETT, K.; ALEXANDER, H. Talking to young children about health.: methods
and findings. Health Education Journal, 1991, 50, p. 134-37.
BACKETT, K.; DAVIDSON, C. Rational or reasonable? Perceprions of health at different stages of life. Health Education Journal, 1992, 51, 2, p. 55-59.
BADDELY, A. D.: Human memory. East Sussex: Lawrence Erlbaum Associates. 1990
BAGDA, E., et al. Emissionen aus Beschichtungsstoffen : Stand der Technik, Analyse
der Emissionen und deren Einfluss auf die Innenraumluft . RenningenMalmsheim : Expert-Verlag, 181 s. ISBN 3-8169-1274-5. 1996.
BAGHDADLI A, PICOT MC, PASCAL C, PRY R, AUSSILLOUX C. Relationship
between age of recognition of first disturbances and severity in young children with autism. Eur Child Adolesc Psychiatry. 2003 Jun;12(3):122-7.
387
BAIRD G, CHARMAN T, BARON–COHEN S, et al. A screening instrument for autism at 18 months of age: A 6-year follow – up study. J Am Acad Child
Adolesc Psychiatry. 2000;39:694-702.
BAIRD G, SIMOMOFF E, PICKLES A, et al. Prevalence of disorders of the autism
spektrum in a population kohort of children in South Thales: the Speciál
Needs and Autism Project (SNAP). Lancet 2006; 368:210-215.
BALOWSKA, G. Barvy v básních Óndry Lysohorského.In Balowska, G. Lašské dílo
Óndry Lysohorského. Kapitoly z lexika. Praha: Univerzita Karlova v Praze - Filozofická fakulta. Ústav slavistických a východoevropských studií,
2008, s. 80-96. ISBN 978-80-7380-215-4.
BARANKIN, B. et al. Effect of the sun protection program targeting elementary school
children and their parents. Journal of cutaneous medicine and surgery.
Jan-Feb, 2001, 5, 1, p. 2-5, ISSN 1203-4754.
BARBA, G. et al. The BRAVO project: screening for childhood obesity in a primary
school setting. Nutrition Metabolic Cardiovascular Disease, 2001, Aug,
11, 4 Suppl, p. 103-8.
BARRUECO, M.; VICENTE, M.; GARAVIS, J. L. et al. Smoking prevention in the
school: results of 3-year program. Archivos de broncopneumologia. JulAug 1998, 34, 7, p. 323-8. ISSN 0300-2896.
BEK, M. Konzervatoř Evropy? K sociologii české hudebnosti. Praha: KLP 2003.
BIBACE, R., WALSH, M. Development of Children´s Concepts of Illness. Peadiatrics,
66, 1980, 6, s. 912-917. ISSN 0031 4005.
Bílá kniha - národní program rozvoje vzdělávání v České republice. Praha, UIV, 2001.
98 s. ISBN 80-211-0372-8.
Bílá kniha EU. Schválená verze 1995. [online] Praha, 2007. [cit. 12.7. 2007] dostupné z WWW:
<http://ec.europa.eu/youth/whitepaper/backinfo/backinfo1_en.html >.
BÍLEK, M. Teorie konstruktivismu v přírodovědném vzdělávání. In. Nezvalová, D.(ed.)
Konstruktivismus jeho aplikace v integrovaném pojetí přírodovědného
vzdělávání. Úvodní studie
BIRCH, L. L. Children’s food preferences: developmental patterns and environmental
influences. Annals of Child Development, 4, 171 – 208. 1987.
BIRNBAUM, M. H. Human research and data collection via the Internet. Annu. Rev.
Psychol, 55, 2004, p. 803–32
BIRO, L., RABIN, B., REGOLY-MEREI, A. et al., Dietary habits of medical and pharmacy students at Semmelweis University, Budapest In Acta Alimentaria.
Vol: 34, Issue: 4, 2005, 463-471
BLACKMAN, M. C., FUNDER, D. C. The effect of information on consensus and
accuracy in personality judgment. Journal of Experimental Social Psychology, 34, 164-181. 1998.
BOLDEMAN, C.; ULLEN, H.; MANSSON-BRAHME, E.; HOLM, L. E. Primary
prevention of malignant melanoma in the Stockholm Cancer Prevention
Program. European Journal of Cancer Prevention, 1993, Nov, 2, 6, p.
441-6.
BONNOT-MATHERON, Silviane. Nechuť k jídlu: Průvodce výchovou v rodině. 1.vyd.
Praha: Portál, 2002. 112 s. ISBN 80-7178-597-0
388
BOROUCHOVITCH, E.; MEDNICK, B. R. Gross-cultural differences in children´s
concepts of health and illness. Revista de Saude Publica, 1997, 31, 5, s.
448-56. ISSN 0034-8910.
BOUNTON, M. E.: Learning and behavior: a contemporary synthesis. Sinauer Associates. Inc. 2007.
BOYATZIS, R. E. The Competent Manager: A Model for Effective Performance. New
York, John Wiley & Sons. 1982.
BRDLÍK, J.: Zdravé dítě. Duch a svět. Praha 1919.
BREWER, F.; SAMARAPUNGAVAN, A. Children´s theories vs. Scientific theories:
Differences in reasoning,or differences in knowledge? Cognition and the
symbolic processes: Applied and ecological perspectives, 1991, p.209232. ISSN 0805809031.
BROWN, L. O. Discover your voice. Singular Publishing Group, Inc. San Diego-London. 1999. 263 pp. ISBN 1-56593-704-X
BROWNE, K., HAMILTON-GIACHRITSIS, C. The influence of violent media on children
and adolescents: A public health approach. Lancet, 365, 702-710, 2005.
BRUNECKÝ, P.: Domiciologie, Brno: MZLU, 1998. ISBN 80-7157-307-8
BUCK, M.: Behaviorálna modifikácia: Teória a prax. Nitra: Univerzita Konštantína Filozofa. 1999.
BUSKIST, W.; Davis, S. F. (eds.). Handbook of the teaching of psychology. Malden,
MA: Blackwell, 2006.
BUSKIST, W.; TEARS, R. S.; DAVIS, S. F.; RODRIGUE, K. M. The teaching of psychology course: prevalence and content. Teaching of psychology, 29,
2002, p. 140-142.
C
CANITANO R, VIVANTI G. Tics and Tourette syndrome in autism spektrum disorders.
Autism 2007; 11:19-28.
CANITANO R. Epilepsy in autism spectrum disorders. Eur child adolesc Psychiatry.
2007;16(1): 61.
CAREY, P. et al. Cancer education and the primary school teacher in England and Wales. Journal of Cancer Education, 1995, 10, 1, p. 48-52.
CARONNA EB, MILUNSKY JM, TAGER-FLUSBERG H. Autism spectrum disorders:
clinical and research frontiers. Arch Dis Child. 2008 Jun;93(6):518-23.
CINGOŠ, J. Sám sobě doktorem. Benešov : Start, 1998. 223 s. ISBN 80-900345-9-4.
COLEMAN ME. The neurology of Autism. New York: Oxford University Press; 2005.
COLIC´ BARIC´, I., ŠATALIC´, Z., LUKEVIČ, Ž., Nutritive value of meals, dietary
habits and nutritive status in Croatian university students according to
gender. In International Journal of Food Sciences and Nutrition, 54(6),
2003, 473–484.
CRHA, B., MAREK, Z. Hudebnost jako problém ( ? ). In Musica viva in schola XIV.
Vyd. 1. Brno : Masarykova Universita, 1998. ISBN 802101918.-2, s. 6.-9.
21.-23.10.1997 Cikháj.
CURCIO, J. C. New Cancer Society president to push for health education program in
public schools. Caribean business 2000, 28, 43, p. 28. ISSN 0194-8326.
389
Č
ČÁP, J., MAREŠ, J. Psychologie pro učitele. Praha: Portál, 2001. 655 s., s.432-433,
506. ISBN 80-7178-463-X.
ČECHOVÁ, M. Komunikační a slohová výchova. Praha: ISV, 1998. 268 s. ISBN 8085866-32-3.
ČERMÁK, F.; BLATNÁ, R. a kol. Jak využívat český národní korpus. Praha: Nakladatelství Lidové noviny, 179 s. ISBN 80-7106-736-9
ČERMÁK, F.; HRONEK, J.; MACHAČ, J.; ČERVENÁ, V. a kol. Slovník české frazeologie a idiomatiky. Sv. 2. Výrazy neslovesné. Praha: Academia, 1988, 511 s.
ČERMÁK, F.; HRONEK, J.; MACHAČ, J.; ŠÁRA, J. a kol. Slovník české frazeologie
a idiomatiky. Sv. 1. Přirovnání. Praha: Academia, 1983, 492 s.
D
DANIEL,J., ROMANOVÁ,M., SOLLÁR,T.: Novšie metodické prístupy k stratégii
správania. In: Zvládanie záťaže, jej diagnostika a výcvikové programy.
Nitra: UKF, 2002. –ISBN 80-8050-559-4. s.7-12.
DAVISON, G. C., NEALE, J. M.: Abnormal psychology. 6th ed., New York: John Wiley
and sons. 2004.
DAWSON G, ZANOLLI K. Early intervention and brain plasticity in autism. In: Novartis Foundation. Autism: Neural basis and treatment possibilities. John
Willey & Sons Ltd; 2003. p.266-88.
DE BODT, M. et.al.: Materials and methods. In VAN DE HEYNING, P. et al.: Part II:
Research work of the Belgium Study Group on Voice Disorders. Acta otorhino-laryngologica belg., 1996, 50, pp. 321-386.
DELORS, J. Learning: The Treasure Within. Report to UNESCO of the International
Commission on Education for the Twenty-first Century. Paris: UNESCO
Publishing, 1996. ISBN 3-103274-7.
DEMYER M, HINGTGEN JM, JACKSON RK. Infantile autism rewiewed: a decade of
research. Schizophr Bull 1981; 7:388-451.
DI LEO, J. H. Young children and their drawings. New York : Brunnel-Mazel, 1970.
DOBEŠ, M., MICHKOVÁ, M. Učební text k základnímu kurzu diagnostiky a terapie
funkčních poruch pohybového aparátu (měkké a mobilizační techniky).
Brno: Institut pro další vzdělávání pracovníků ve zdravotnictví Brno,
1997. 78 pages, ISBN 80-902222-1-8.
DOHNALOVÁ, I. Správné držení těla. Brno: Ústav tělesné kultury Pedagogické
fakulty MU Brno, 2002. 3 pages, ISBN -.
DOPITOVÁ, L. Frazeologická přirovnání lidí k vlastnostem zvířat a jejich recepce
dětmi na 1. stupni základní školy. Diplomová práce. Brno: Masarykova
univerzita, Pedagogická fakulta, 2004. 130 s.
Doporučení o klíčových kompetencích pro celoživotní učení. Schválená verze 2006.
[online] Brusel, 2006. [cit. 3.8. 2007] dostupné z WWW: <http:// http://
www.rvp.cz/soubor/01140.pdf>.
DOULÍK, P.; ŠKODA, J. Tvorba ověření nástrojů kvantitativní diagnostiky prekonceptů a možnosti jejího vyhodnocení. Pedagogika, 2003, 53, 2, s. 177-189.
ISSN 0031-3815.
390
DOULÍK, P.; ŠKODA, J.; HAJER-MULLEROVÁ, L. Představy o fenoménu život
u dětí předškolního věku, Katedra pedagogiky PF ÚJEP Ústí nad Labem.
DOULÍK, P.; ŠKODA, J.; MULLEROVÁ, L. Diagnostika prekonceptů v práci učitele.
In: Sborník příspěvků z 10. mezinárodního teoreticko-metodického semonáře“Quo vadis výchova“. Bratislava : Iuventa, 2001.
DRAPELA, Viktor. Přehled teorií osobnosti. 3.vyd. Praha: Portál, 2001. 175 s. ISBN
80-7178-606-3
DRDA, J.: Němá barikáda. Čs. spisovatel, Praha 1985.
DVORSKÝ, L. Český jazyk 3. Praha. Alter, 1995, 159 s. ISBN 80-7245-015-8
DVOŘÁK, R., VAŘEKA, I. Příspěvek k objektivizaci vývoje schopnosti řídit oporu
a těžiště těla. Rehabilitace a fyzikální lékařství, 1999. No.3. p. 86-90.
DVOŘÁKOVÁ – JANŮ, Věra. Lidé a jídlo. 1.vyd. Praha: ISV nakladatelství, 1999.
182 s. ISBN 80-85866-41-2
E
ELLEN, C.; PERRIN, M.D. et al. There´s a demon in your belly: Children´s understanding of illness. Pediatrics, 1981, 67, 6, p. 841-849. ISSN 0031 4005
Emission of Volatile Oganic Compounds from Wood and Wood-Based Materials [online]. 1998 [cit. 2007-06-22]. WWW: <http://www2.mst.dk/udgiv/Publications/1999/87-7909-501-1/pdf/87-7909-500-3.pdf>.
ESTEVE, E. et al. Sunshine at school: a network for training on sun exposure. Assessment of knowledge among 683 children. Available at WWW <http://
www.Eric.esteve@chr.-orleans.fr>.
F
FALTUS, František. Řekni mi co jíš: (a já ti povím něco o vztahu mezi náladou, vzhledem a potravou člověka). Praha: AVICENUM, 1977. 152 s.
FARAH, A., ATOUM, A. Personality traits as self-evaluated and as judged by others.
2002.
FERRO LUZZI A, GIBNEY M, SJOSTROM M. Nutrition and diet for healthy lifestyles
in Europe: The Eurodent evidence. Public Health Nutrition 2001; 4(2B):
437-438.
FIALA, J.; BRÁZDOVÁ, Z. Výživa v prevenci nádorových onemocnění. Klinická onkologie. Ročník 13, zvláštní číslo, 2000, s. 8-15, ISSN 0862-495-X.
FIORE, S. M., METCALF, D. MCDANIEL, R. Theoretical Foundations of Experiential Learning. In SILBERMAN, Mel. (ed.) The Handbook of Experiential
Learning. San Francisco: Pfeiffer, 2007. ISBN 978-0-7879-8258-4.
FOMBONNE E, ZAKARAIN R, BENNETT A, et al. Pervasieve developmental disorders in Montreal, Quebec, Canada: prevalence and links with immunizations. Pediatrics 2006; 118:e139-e150.
FOMBONNE E. Epidemiologic studies of the pervasive developmental disorders. In:
Volkmar FR, Paul R, Klin A, Cohen D, editors. Handbook of Autism
and Pervasive Developmental Disorders. 3rd ed. New York: John Wiley;
2005. p.42-69.
391
FOSCHI, R. et al. 2008. Family History of Cancer and Stomach Cancer Risk. In: International Journal of Cancer, vol. 123, Issue 6, 2008, p. 1429 – 1432. ISSN
0020 - 7136.
FRANĚK, M. Hudební psychologie. Praha UK. 2005 ISBN 80-246-0965-7
FRAŇKOVÁ, Slávka; DVOŘÁKOVÁ-JANŮ, Věra. Psychologie výživy a sociální
aspekty jídla. 1.vyd. Praha: KAROLINUM, 2003. 256 s. ISBN 80-2460548-1
FRAŇKOVÁ, Slávka; ODEHNAL, Jiří; PAŘÍZKOVÁ, Jana. Výživa a vývoj osobnosti
dítěte. Praha: HZ Editio, 2000. 198 s. ISBN 80-86009-32-7
FRAŇKOVÁ, Slávka. Výživa a psychické zdraví. 1.vyd. Praha: ISV – nakladatelství,
1996. 271 s. ISBN 80-85866-13-7
FROBISHER, C. & MAXWELL, S.M. The attitudes and nutritional knowledge of a
group of 11 – 12 y olds in Merseyside. International Journal of Health
Promotion and Education, 39, 121 – 127. 2001.
FROSTOVÁ, J. A study on teachers´ voice development in the context of their profession. In School and Health 21. 1. vyd. Brno: MSD, s.r.o., 2008. s. 65-78.
Social and Health Aspects of Health Education (3). ISBN 978-80-7392043-2.
FROSTOVÁ, J.: A Rehabilitation System and Recommended Exercises for Teachers
with Voice Disorders. In School and Health 21. (2). 1. vyd. Brno: Masarykova univerzita, 2007. pp. 417-426. ISBN 978-80-7315-138-6.
FROSTOVÁ, J.: A study on teachers´ voice development in the context of their profession. In School and Health 21. Social and Health Aspects of Health
Education (3). 1. vyd. Brno: MSD, s.r.o., 2008. pp. 65-78. ISBN 978-807392-043-2.
FROSTOVÁ, J.: Changes of the quality of voice measured by the DSI in relation to
the teaching profession. In School and Health 21. Social and Health Aspects of Health Education 1. vyd. Brno: MSD, s.r.o., 2009. pp. 65-78.
ISBN 978-80-210-4930-7.
FUKUDA, Y. et al. 2005. Socioeconomic Pattern of Smoking in Japan: Income Inequality and Gender and Age Difference., In: Annals of Epidemiology., vol.
15, Issue 5, 2005 p. 365-372, ISSN 1047 - 2797.
G
GAVORA, P. Naivné teorie dietata a ich pedagogické využitie. Pedagogika, 1992b, 42,
1, s. 95-102. ISSN 0031-3815.
GAVORA, P. Žiak kresli Europu. Pedagogická revue, 1992a, 44, 3, s. 196-207. ISSN
1335-1982.
GAVORA,P. Úvod do pedagogického výzkumu. Brno Paido, 2000. ISBN 80-85931-79-6.
GILLICK, M. R. Common sense models of health and disease. New England Journal of
Medicine, 1985, 313, s. 700-703. ISSN 0028-4793.
Global Day of Blood Donors [online], [quoted on 05 May 2010]. Available on: <http://
enviroportal.sk/kalendar.detail.php?kal=542>
GLUCHMAN, V., Etika a reflexie morálky. FF PU Prešov 2008.
GOLDMAN, S.L.; WHITNEY-SALTIEL, D. et al. Children´s representation of „every392
day“ aspects of health and illness. Journal of pediatric psychology, 1991,
16, 6, s. 747-766. ISSN 0146-8693.
GONNERMANN U., NAWKA, T. Ergebnisse der Messungen des Dysphonia Schweregrad Index (DSI), Voice Handicap Index (VHI) und Heiserkeitsgrades
von funktionellen Dysphonien vor und nach terapie. In Stimme – Sprechen – Sprache, Therapie, Literatur und Kunst (ed. Volkmar Clausnitzer
/ Erhard Miethe). 1. Aufl. Idstein. Schulz-Kirchner Verlag GmbH, 2004.
pp. 19 – 26. ISBN 3-8248-0475-1.
GOSS LUCAS, S.; BERNSTEIN, D. A. Teaching psychology: A step-by-step guide.
Mahwah, NJ: Erlbaum, 2005.
GRACEY, D., Stanley, N., BURKE, V., CORTI, B. & BEILIN, L.J. 1996. Nutritional
knowledge, beliefs and behaviours in teenage school students. Health
Education Research. Theory and Practice, 11, 187-204.
GREBEŇOVÁ, Šárka. Vliv psychologických a sociálních aspektů na stravování žáků
ZŠ: diplomová práce. Brno: Masarykova univerzita, Fakulta pedagogická, Katedra sociální pedagogiky, 2009. 81 l., 4 l. příl. Vedoucí diplomové
práce Jana Veselá.
GREEN, J., THOROGOOD, N.: Analysing Health Policy. Harlow, Addison Wesley
Longman Limited, 1998, 217 s.
GRIGGS, R. A. (ed.). Handbook for the teaching of introductory psychology (Vol. 3).
Mahwah, NJ: Erlbaum, 2002.
GROSS, R.: Psychology: science of mind and behavior. 2nd ed., London: Hodder &
Stoughton. 1992.
GÚTH, A. et al. Výchovná rehabilitace aneb Jak vyučovat školu páteře. Praha: X-egem,
2000. 94 pages, ISBN 80-7199-039-6.
H
HALADOVÁ, E., NECHVÁTALOVÁ, L. Vyšetřovací metody hybného systému. Brno:
Institut pro další vzdělávání pracovníků ve zdravotnictví Brno, 1997. 137
pages, ISBN 80-7013-237-X.
HARA H. Autism and epilepsy: a retrospective follow-up study. Brain Dev. 2007 Sep;29(8):486-90. Epub 2007 Feb.
HARRINGTON, C. L. – BIELBY, D. D. Global Fandom/Global Fan studies. In GRAY,
J. – SANDVOSS, C. – HARRINGTON, C.L. (eds.) Fandom. Identities and
Communities in a Mediated World. New York University Press, 2007.
HARTMAN, T. J.; McCARTY, P. R. et al. Results of community-based low-literacy nutrition
education program. Journal of community health, 1997, 22, 5, p. 325-3431.
HAUSER, P.; KLÍMOVÁ, K.; KNESELOVÁ, H.; KOTULÁN, J.; MINÁŘOVÁ, E.;
OBROVSKÁ, J.; ONDRÁŠKOVÁ, K.; VOJTOVÁ, J. Češtině hravě.
Cvičebnice pro 6. ročník základní školy a nižší gymnázium. Praha: Pansofia, 1998. 87 s. ISBN 80-85804-90-5 (citováno jako Čeština hravě 6)
HAUSER, P.; KLÍMOVÁ, K.; KNESELOVÁ, H.; MINÁŘOVÁ, E.; OBROVSKÁ, J.;
ONDRÁŠKOVÁ, K. Češtině hravě. Cvičebnice pro 9. ročník základní
školy a nižší gymnázium. Úvaly u Prahy: ALBRA, 2003. 101 s. ISBN
80-86490-63-7 (citováno jako Čeština hravě 9)
393
HENDL, J. Kvalitativní výzkum: Základní metody a aplikace. Praha: Portál, 2005, 407
s. ISBN 80-7367-040-2.
HESLEY, J. W. Using Popular Movies in Psychotherapy. In USA Today (Society for the
Advancement of Education), 2001.
HICKSON, C. ; FISHBURNE, G. J. Can we help? Mentoring graduate teaching assistants. 2005. Retrieved from http://www.aare.edu.au/06pap/hic06205.pdf
HIRTZ GD, WAGNER A, FILIPEK AP. Autistic spectrum disorders. In: Swaiman KF,
Ashwal S, Ferriero D. Pediatric Neurology: Principles & Practice. 4rd ed.
St. Louis: Mosby Inc, 2006: 905-937.
HOLČÍK, J.: Health literacy a její role v péči o zdraví. Brno, MSD 2009, 149 s.
HORÁKOVÁ, K. Detoxikácia organizmu zmena života k lepšiemu. Bratislava, Metro
Media, s. r. o., 2008. 82 s. ISBN 978-8089327-00-3.
HORKÁ. H. Výchova pro 21. století. 1. vyd. Brno: Paido, 2000. s. 40, ISBN 80-85931-85-0.
HOUTS, A. C.: Nocturnal enuresis as a behavioral problem. Behavior therapy. 22, 133
–151. 1991.
HOWES, C. The Collaborative Construction of Pretend: Social Pretend Play Functions.
State University of New York, Albany. 1992.
HOWLIN P, GOODE S, HUTTON J, RUTTER M. Adult outcome for children with
autism. J Child Psychol Psychiatry. 2004 Feb;45(2):212-29.
HOWLIN P. Can early interventions alter course of autism? In: Novartis Foundation.
Autism: Neural basis and treatment possibilities. John Willey & Sons Ltd;
2003. p.250-65.
HRABOVSKÁ, Pavla. “Kvalita života seniorů”. Brno, 2006. 91 pp. Masaryk University. Faculty of Education. Unpublished dissertation. Thesis supervison:
Assoc. Prof. PhDr. Pavel Mühlpachr, Ph.D.
HRBÁČKOVÁ,K.Konstruktivismus – teoretická východiska. In. Nezvalová, D.(ed.)
Konstruktivismus jeho aplikace v integrovaném pojetí přírodovědného
vzdělávání. Úvodní studie grantu GAČR 406/05/0188. Olomouc: PřF UP,
2006, s.7-16, ISBN 80-244-1258-6.
HRUBÁ. D. Ergonomie. 2nd issue, Brno: LF MU, 2005. 30 pages, ISBN-.
HŘEBÍČKOVÁ, M. Metodologické souvislosti výzkumu shody mezi sebeposouzením
a posouzením druhými. Československá psychologie, 47(6), 533-547. 2003.
HUGHES, M. Experiential Learning in Emotional Intelligence Training. In SILBERMAN, M. (ed.) The Handbook of Experiential Learning. San Francisco:
Pfeiffer, 2007. ISBN 978-0-7879-8258-4.
HÜTTEL, V.: Dítě nad propastí. Praha 1933.
HÜTTEL, V.: Škola a zdraví dítěte. Praha 1933.
CH
CHAMBERLINE, J. Cancer inspires five psychologists to expand education, help
others. APA Monitor [online], 1999, 30, 6, [cit. 19.11.2007]. Dostupné
z WWW <http:// www.apa.org/monitor.com>.
CHARMAN T. Epidemiology and early identification of autism: research challenges
and opportunities. In: Novartis Foundation. Autism: Neural basis and treatment possibilities. John Willey & Sons Ltd; 2003. p.10-25.
394
Chernobyl Message fot the 21 st. Century (http://books.google.cz)
CHIN, D., SCHONFELD, D. AT AL. Elementary school-age children´s developmental
understanding of the cause of cancer. Developmental and Behavioral Pediatrics, 19, 1998, 6, s. 397-403.
CHO, H.J. ET AL. Marital status and smoking in Korea: The influence of gender and
age. IN: SOCIAL SCIENCE AND MEDICINE, VOLUME: 66, ISSUE:
3, P.: 609-619, 2008, ISSN: 0277-9536.
CHRISTENSEN, P.; JAMES, A. Research with children. Perspectives and practice.
London : Falmer Press, 2000. ISBN 0-750-70975-8.
J
JANÁČKOVÁ, Z. a kol. Český jazyk 3. Brno: Nová škola, 1999.
JANDA, V. Vadné držení těla, m.Scheuermann. Doporučené postupy. Praha: ČLS JEP,
2001. 6 pages, ISBN -.
JEDLIČKOVÁ, H. „Kejbaly“- středisko pro environmentální vzdělávání a výchovu
v terénu. In. Pedagogická orientace 3/2000, ISBN 1211-4669.
JEDLIČKOVÁ, H. Alternativní formy pedagogické praxe a tématika podpory zdraví
v přípravě učitelů. In. Didaktika biologie a geologie v přípravě a dalším
vzdělávání učitelů v České a Slovenské republice. Sb Mezinár. konf. Praha: UK, 2004. ISBN 80-86561-14-3.
JEDLIČKOVÁ, H., HRADILOVÁ, L. Integrované tématické vzdělávání,výchova pro21.stol., životní prostředí a trvale udržitelný rozvoj. In. Učitel a
vzdělávání pro udržitelný rozvoj. Sb. mezinár. konf. Unesco. Praha: UNESCO Publishing. 2004, s.231, ISBN 961-234-495-7.
JEDLIČKOVÁ, H., Learning by Doing and Knowledge Base of Teaching. In Aktuálne
trendy vo vyučovaní prírodovedných predmetov Mezinár. konf. ScienEdu.
Bratislava: PřF UK, 2007, s.77-80. ISBN 978-80-88707-90-5
JEDLIČKOVÁ, H., TYMRÁKOVÁ, I., HRADILOVÁ, L. Integrované tématické
vzdělávání-vstupní znalosti a dovednosti studentů. In. Matejovičová,B.,
Sandanusová,A. (ed) Výzkum v oborových didaktikách přírodovědných,
zemědělských a příbuzných oborů. Praha: EDUCO. č.2. 2006. s.93-99,
ISBN 80-86561-29-1.
JEDLIČKOVÁ, H. Pedagogický výzkum dynamického modelu zkušenostního učení
ve studijním programu Učitelství pro 1.stupeň ZŠ na PdF MUv Brně. In.
Dytrtová, R., Matejovičová, B., Sandanusová, A.(ed). Příprava učitelů
v dekádě vzdělávání a výchovy k udržitelnému rozvoji. Sb. III mezinár. konf. UNESCO. Praha: IVP ZU, 2007, s. 21. ISBN 978-80-2131608-9.
JELEMENSKÁ, P., SANDER, E., KATTMANN, U. Model didaktickém rekonštrukcie.
Impulz pre výskum v oborových didaktikách. Pedagogika, 2003, č. 2, s.
190 –201. ISSN 3330-3815.
JEMELKA, P., Bioetika. Brno 2008.
JEMELKA, P., LESŇÁK, S., Environmentální etika. Prešov 2008.
JENKINS, H. Textual Poachers: Television Fans and Participatory Culture. New York;
London: Routledge, 1992.
395
JONES, S. E.; SARAIYA, M. Sunscreen use among US high school students, 19992003. Journal of School Health, 16, 4, April 2006, s. 150-154.
JONSEN, A.R., The Birth of Bioethics. Oxford University Press, N. York – Oxford
1998.
JOSENDAL, O.; AARO, L. E.; BERGH, I.H. Effect of a school-based smoking prevention program among subgroup of adolescents. Health Educational Research, 1998, Jun, 13 ,2, s. 215-24. ISSN 0268-1153.
JOST, F. Realita/Fikce – Říše klamu. Prague: AMU, 2006. ISBN 80-7331-056-2.
JUNAS, J., BOKESOVÁ-UHEROVÁ, M. Dejiny medicíny a zdravotníctva. Martin:
Osveta, n. p., 1985. 568s. 70-098-85.
K
KABELÍKOVÁ, K., VÁVROVÁ, M. Cvičení k obnovení a udržování svalové rovnováhy
(průprava ke správnému držení těla). Praha: Grada Publishing, 1997. 240
pages, ISBN 80-7169-384-7.
KADEMANI, D. et al. 2008. Genomic Differences between Smoking and Drinking
Patients and Non-smoking and Non-drinking Patients with Oral Tongue
Cancer., In International Journal of Radiation OncologyBiologyPhysics.,
Vol. 72, Issue 1, 2008, p. 382 - S382, ISSN: 0360-3016.
KALHOUS, Z., OBST, O. a kol. Školní didaktika. Praha: Portál, 2002. 448 s., s.73,
ISBN 80-7178-253-X.
KARIM – KOS, H. E. et al. The Beginning of the End of the Lung Cancer Epidemic
in Dutch Women?, In: International Journal of Cancer, Vol. 123, Issue 6,
2008, p. 1472 – 1475, ISSN 0020 - 7136.
KELLEY KR, Moshe SL. Electrophysiology and epilepsy in autism. In: Tuchman R,
Rapin I. Autism: A neurological disorder of early brain development.
London: Mac Keith Press; 2006: 160-73.
KHANG, Y. H. et al. Monitoring trends in socioeconomic health inequalities: it matters
how you measure, In: BMC Public Health., Volume: 8, Article Number:
66, 2008, ISSN: 1471-2458
KHANG, Y. H., CHO, H. J. Socioeconomic Inequality in Cigarette Smoking: Trends by
Gender, Age, and Socioeconomic Position in South Korea, 1989-2003, In:
Preventive Medicine., vol. 42, Issue 6, p. 415 – 422, ISSN 0091 – 7435.
2006.
KOFLER L. Die Kunst des Atmens. Bareureiter – Verlag Kassel, 1952.
KOCH, V., KOSTANJEVEC, S.2005. Nutrition education in Slovenia. Aktuel. Ernährungsmed., 2005, band 30, no. 3.
KOLÁŘOVÁ, I. Health in Czech phraseology: Who is healthy as a horse and who has
robust health? ŘEHULKA, E. (eds.) School and Health 21, 2009. General
issues in Health Education. Brno: Masarykova univerzita, MSD, 2009, s.
89–98. ISBN 978-80-210-4929-1 (MU), 978-80-7392-105-7 (MSD)
KOLÁŘOVÁ, Z. Frazeologie ve výuce českého jazyka na 1. stupni základní školy. Diplomová práce. Brno: Masarykova univerzita, Pedagogická fakulta, 2003. 88 s.
KOLB, D. A. Experimental Learning: Experience as the Source of Learning and Development. Engelwood Cliffs, NJ: Prentice-Hall, 1984.
396
KOLLÁRIK, T. Sociálna psychológia. Bratislava, SPN. 1993.
KOLLÁRIK, T., SOLLÁROVÁ, E. Metódy sociálno-psychologickej praxe. Bratislava,
Pegas. 2004.
KOPŘIVOVÁ, J. Svalová dysbalance. Brno: Ústav tělesné kultury pedagogické fakulty
MU Brno, 2001. 11 pages, ISBN -.
KOSTKA, T.: Chernobyl Nuclear Disaster (http://books.google.cz)
KOVALIKOVÁ, S. Integrovaná tématická výuka. Kroměříž: Spirála, 1995. 304s., ISBN
80-901873-0-7.
KŘELINOVÁ, R. Funkce a modifikace hovorových frazémů v psané publicistice. In
KLÍMOVÁ, K.; MINÁŘOVÁ, E. (eds.) Čeština – bádání a učení. Brno:
Masarykova univerzita, 2007, s. 74–78. ISBN 978-80-210-4278-0.
KURELOVÁ, M., KANTORKOVÁ, H., KOZELSKÁ, Z., MALACH, J., JURDIN, R.
Pedagogika II. Kapitoly z obecné didaktiky. Ostrava: Pedagogická fakulta
OU, 1999, s. 5 - 25. ISBN 80-7042-156-8.
KURIC, J. Ontogenetická psychologie. Brno CERM, 2001. ISBN\80-214-1844-3.
KURITA H. Infantile autism with speech loss before the age of thirty months. J Am
Acad Child Psychiatry. 1985 Mar;24(2):191-6.
L
LAMTZ, C.; SMITH, D.; BRANNEY, P. Psychology postgraduates’ perspectives of teaching related support and training. Psychology, Learning and Teaching,
7(1), 2008, p. 37–45.
LECHTA, V., kol. Diagnostika narušené komunikační schopnosti. Portál. Praha 2003.
ISBN 80-7178-801-5
LEPIL, O. Integrovaný model vzdělávání. In. Nezvalová, D.(ed.) Konstruktivismus jeho
aplikace v integrovaném pojetí přírodovědného vzdělávání. Úvodní studie grantu GAČR 406/05/0188. Olomouc: PřF UP, 2006, 115s, s.61-66.
ISBN 80-244-1258-6.
LETZRING, T. D., Wells, S. M., Funder, D. C. (2006). Information Quantity and Quality Affect the Realistic Accuracy of Personality Judgment. Journal of
Personality and Social Psychology, 91(1), 111-123.
LEWIT, K. Manipulační léčba v rámci léčebné rehabilitace. Praha: NADAS, 1990.
428 pages, ISBN 80-7030-096-5.
Lisbon Declaration (online) (quot.18 January, 2008). Available at (http://www.european-agency.org/european-hearing2007/lisbon.html)
LONETTO, R. Children´s Conceptions of Death. New York, Springer, 1980.
LÝSEK, F. Hudebnost a zpěvnost mládeže ve světle výzkumů. Praha: SPN 1956.
LÝSEK, F. Život s dětským zpěvem. Olomouc: Univerzita Palackého v Olomouci 2004.
M
MAESTRO S, MURATORI F, CESARI A, et al. Course of autism signs in the first year
of life. Psychopatology. 2005;38:26-31.
MAJTÁN, M. a kol. Manažment. Bratislava, SPRINT. 2008.
MALOW BA, McGREW SG, HARVEY M, et al. Impact of treating slep apnea in
a child with autism spektrum disorder. Pediatr Neurol 2006; 34:325-328.
397
MAREŠ, J. Subjektivní pojetí zdraví a nemoci. In: Kapitoly ze sociálního lékařství.
Hradec Králové: LF UK 1993, s.38-49.
MAREŠ, J.; OUHRABKA, M. Žákovo pojetí učiva. Pedagogika, 1992, 42, 1, s. 83-94.
ISSN 0031-3815
Marmaroti Panagiota in Dia Galanopoulou: Pupils’ Understanding of Photosynthesis: A
questionnaire for the simultaneous assessment of all aspects, International
Journal of Science Education, Vol. 28, No.4, 18 March 2006, pp. 383–403
MARŠÍČEK, V.: Nezval, Seifert a ti druzí… Necenzurovaný slovník českých spisovatelů. HOST, Brno 1999.
MATSON JL, DEMPSEY T. Autism spectrum disorders: Pharmacotherapy for challenging behaviors. J Dev Phys Disabil. 2008 Apr;20(2):175-91.
MEADOWS,E. PCA and Responsibilty.www.camelot-usa.com.
Memorandum EU o celoživotním učení. Schválená verze 2000, [online], OESD 2000.
cit. 9.8. 2007], dostupné z WWW: <http://www.msmt.cz/files/pdf/bilakniha.pdf>.
MERRY, T. Naučte sa byť poradcom. Poradenstvo zamerané na človeka. Bratislava,
Ikar. 2004.
MEYERS, S. A.; PRIETO, L. R. Training in the teaching of psychology: What is done
and examining the differences. Teaching of Psychology, 27, 2000, p. 258261.
Mezinárodní klasifikace nemocí, 10.revize. Duševní poruchy a poruchy chování. Popisy klinických příznaků a diagnostická vodítka. Praha: Psychiatrické centrum 1992.
Móhandás Karamčand Gándhí. [online]. [Cit. 2010-11-04]. Dostupné <http://sk.wikipedia.org/wiki/M%C3%B3hand%C3%A1s_Karam%C4%8Dand_
G%C3%A1ndh%C3%ADetový zdroj: >
MORENO, J.J. Rozehrát svou vnitřní hudbu. Muzikoterapie a psychodrama. Praha:
Portál 2004. ISBN 80-7178-980-1
MOWRER, O. H.: Learning theory and personality dynamics. New York: Ronald Press.
1960.
MUNARI, A.; FILIPPINI, G. Et al. L´anatomie de l ´enfant: Etude genetique des conceptions anatomiques spontenees. Archives de psychologie, 1976, 44,
171, s. 115-134. ISSN 0003-9640.
MURPHY, Sheila T., HETHER, Heather, J., RIDEOUT, Victoria. How healthy is prime
time? An analysis of Health Content in Popular Prime Time Television
Programs. September 2008. A report by Kaiser Family Foundation; The
USC Annenberg, Norman Lean Center’s, Hollywood, Health & Society.
http://www.kff.org/entmedia/upload/7764.pdf
MUŽÍK, V., KREJČÍ, M. Tělesná výchova a zdraví. Olomouc: Hanex, 1997. 144 pages,
ISBN 80-85783-17-7.
NAKONEČNÝ, Milan. Základy psychologie. Praha: ACADEMIA, 1998. 590 s. ISBN
80-200-0689-3
N
NAVRÁTILOVÁ, A. Narození a smrt v české lidové kultuře. Praha: Vyšehrad, 2004.
NEDVĚD, J. Transfúzní služba – historie a současnost. [Transfusion Service – Past and
398
Present] In: Transfuze a hematologie dnes. 2009, vol. 15, no. 3, ISNN
1213-5763, 2009.
NEIMAN, S. G. - EDESON B. Procedual aspect of eliciting Maximum Phonation Time.
Folia phoniatrica., vol.33. 1981. pp. 285-293.
NĚMCOVÁ, B.: Pan učitel. Praha 1958.
NEWTON, J. A.; COLLINS, M. et al.What do children aged 5-11 years old know about
the sun skin cancer? Tha practical difficulties of international collaborative research when analysis of language is involved. Melanoma Research,
Oct, 1997, 7, 5, s. 428-35. ISSN 0960-8931.
NEZVALOVÁ, D. Konstruktivismus jeho aplikace v integrovaném pojetí přírodovědného vzdělávání. Úvodní studie grantu GAČR 406/05/0188. Olomouc: PřF
UP, 2006. 115 s. ISBN 80-244-1258-6.
NICKLAS, T. A., BARANOWSKI, T., CULLEN, K. W., BERENSON, G. Eating patterns, dietary quality and obesity. In Journal of the American College of
Nutrition, 20(6), 2001, 599–608.
NIKOLAJEV, J. C., NILOV, E. I. Léčení hladovkou. Bratislava : Eko-konzul, 1996.
ISBN 80-88809-16-9.
NOVÁK, A. Foniatrie a pedaudiologie II. Vl. nákladem. Praha, 2000, 176 pp.
O
OAKLEY, A., BENDELOW, G. AT AL. Health and cancer prevention: knowledge and
beliefs of children and zouny people. British Medical Journal, 310, 1995,
6986, s. 1029-1033.
OESD 2000: Memorandum o celoživotním učení. Schválená verze 2000, [online], [cit. 9.8.
2007], dostupné z WWW: <http://www.msmt.cz/files/pdf/bilakniha.pdf>.
OHMAN, A.: Phobias and preparedness. Journal of abnormal psychology. 34, 41 – 45.
2000.
ONYANGO-OUMA, W.; AAGAARD-HANSEN, J.; JENSEN, B. B. Changing concepts of health and illness among children of primary school age in
Western Kenya. Health Education Rersearch, 2004, 19, 3, s. 326-339.
ISSN 0268-1153.
OŠLEJŠKOVÁ H, DUŠEK L, MAKOVSKÁ Z, DUJÍČKOVÁ E, AUTRATA R, ŠLAPÁK I. Výskyt epileptických záchvatů a/nebo epileptiformní EEG abnormity u dětí s dětským a atypickým autismem. Cesk Slov Neurol N 2008a;
71/104(4): 435-444.
OŠLEJŠKOVÁ H, DUŠEK L, MAKOVSKÁ Z, Rektor I. Epilepsia, epileptiform abnormalities, non-right-handedness, hypotonia and severe decreased IQ are
associated with language impairment in autism. Epileptic Disord. 2007a
Dec; 9 (Suppl 1), F9-S18.
OŠLEJŠKOVÁ H, KONTROVÁ I, FORALOVÁ R, DUŠEK L, NÉMETHOVÁ D.
The course of diagnosis in autistic patients: the delay between recognition
of the first symptoms by parents and correct diagnosis. Neuro Endocrinol
Lett 2007b Dec;28(6):895-900.
OŠLEJŠKOVÁ H. Časné příznaky autismu jsou klíčem k včasné diagnostice. Pediatr.
pro Praxi, 2008b; 9(3): 161-163.
399
OŠLEJŠKOVÁ H. Poruchy autistického spektra: poruchy vyvíjejícího se mozku. Pediatr. pro Praxi. 2008a;9(2):80-4.
P
PÁNEK, J.; POKORNÝ, J.; DOSTÁLOVÁ, J.; KOHOUT, P. Základy výživy. 1.vyd.
Praha: Svoboda Servis, 2002. 205 s. ISBN 80-86320-23-5
PAPADAKI, A., HONDROS, G., SCOTT, J.A. et al. Eating habits of University students living at, or away from home in Greece. In Appetitte. Vol: 49, Issue:
1, 2007, 169-176
PAPADAKI, A., SCOTT, J. A. The impact on eating habits of temporary translocation
from a Mediterranean to a Northern European environment. In European
Journal of Clinical Nutrition, 2002, 56(5), 455–461.
PARDECK, J. T. – PARDECK, J. A Bibliotherapy. A Clinical approach for Helping
Children. New York: Gordon and Breach Science Publishers, 1993.
PARDECK, J. T. Using Literature to Help Adolescents Cope with Problems – Bibliotherapy. In Adolescence, 29 (114), 421- 427, 1994.
PARK, C. The graduate teaching assistant (GTA): lessons from North American experience. Teaching in Higher Education, 9(3), 2004, p. 349-361.
PARK, Ch.C.: Chernobyl. The Long Shadow (http://books.google.cz)
PARTYKOVÁ, V. Hladovění pro zdraví. Impuls, 2006. 304 s. ISBN 80-239-7328-2.
PEAKE D, NOTGHI LM, PHILIP S. Management of epilepsy in children with autism.
Curr Pediatr 2006;16(7):489.
PELIKÁN, J. Základy empirického výzkumu pedagogických jevů. Prague Paido, 2004.
ISBN 80-7184-569-8.
PETRÁČKOVÁ, V., KRAUS, J. A KOLEKTIV AUTORU. Akademický slovník cizích
slov. Prague Paido, 2000. ISBN 80-200-5-6.
PHILLIPS, D. C. The good, the bad, and the ugly: The many faces of constructivism.
Educational Researcher č. 24 (7), s. 5-12. 1995.
PIAGET, J., INHELDEROVÁ,B. Psychologie dítěte. Prague Portál, 2001. Vyd. 3. ISBN
80-7178-608-X
PIATEK, Z., Bioetyka wobec wyzwaň globalizacji. In: Andreanský, E. (ed.), Filozofia
v kontexte globalizujúceho sa sveta. Zborník príspevkov z 3.slovenského
filozofického kongresu.Slovenské filozofické združenie při SAV, Katedra
filozofie a dejín filozofie FF UK v Bratislave, Katedra filozofie FF UCM
v Trnave, Bratislava 2006, s. 182 an.
PIKO, B., BAK, J. Children´s perceptions of health and illness: images and lay conceptions in preadolescence. Health Education Research, 21, 2006, 5, s.
643-653. ISSN 0268-1153.
PORTER, R.: Four Contemporary Russian Writers. Berg Publishers, Oxford - New
York - Munich 1989.
POSPÍŠIL, I.: Ajtmatovova cesta k románu: druhý pokus. Světová literatura 1987, č. 4,
pp. 233-235.
POSPÍŠIL, I.: Čtyři podobizny. Čs. rusistika 1990, 5, pp. 288-291.
POSPÍŠIL, I.: Fenomén šílenství v ruské literatuře 19. a 20. století. Masarykova univerzita, Brno 1995.
400
POSPÍŠIL, I.: John Updike v Brně. Rovnost 8. 4. 1986, p. 5.
POSPÍŠIL, I.: Literární postava jako „zašité nůžky“ literární vědy. Slavica Litteraria,
X 4, 2001, pp. 51-58.
POSPÍŠIL, I.: Spálená křídla. Malý průvodce po české recepci ruské prózy 70. a 80. let
20. století. Masarykova
POSPÍŠIL, I.: Touha po románu: Ajtmatovo Popraviště. Kmen č. 50, 17.12.1986.
POSPÍŠIL, I.: Trnitá cesta k zralému lidství. Světová literatura 1981, 5.
POSPÍŠIL, I.:Noblesa, upřímnost, kouzlo nechtěného a sami proti sobě. KAM-příloha
2000, 2 (únor), pp. VI-VII.
PRAŠKO,J., PRAŠKOVÁ,H. Asertivitou proti stresu. Praha, Grada. 2007.
PRIDMORE, P., BENDELOW, G. Images of health: exploring beliefs of chidren usány
the „Draw-and-Write“ technique. Health Education Journal, 54, 1995, s.
473-488.
Procedures and Rules of Blood Donation [online], [quoted on 04 February 2010].
Available on: <http://www.redcross.sk/co-robime/darovanie-krvi/postupa-pravidla-ako-darovat-krv/>
PROCHAZKA, J. O.: Systems of psychotherapy: a transtheoretical analysis. 5th ed.,
Pacific Brooks/ Cole. 2003.
PUPALA, B.; OSUSKÁ, L. Vývin detských koncepcií o tráviacej ústave a trávení.
Psychologia a patopsychologogia dietata, 1997, 1. s. 35-46. ISSN 05555574.
R
RABIER, J. R. European Survey about Teachers and Cancer prevention. 1989. Available at WWW. <http://www.icpsr.umich.edu >.
RÁBOVÁ, Marcela. Současné školní stravování se zaměřením na školní bufety a prodejní automaty : diplomová práce. Masarykova univerzita, Fakulta pedagogická, 2008
RABUŠICOVÁ, M. Gramotnost: Staré téma v novém pohledu. Brno Georgie Town
MU, 2002. ISBN 80-210-2858-0.
RACETTE, S. B., DEUSINGER, S. S., STRUBE, M. J., HIGHSTEIN, G. R., DEUSINGER, R. H. Weight changes, exercise, and dietary patterns during
freshman and sophomore years of college. In Journal of American College Health, 53(6), 2005, 245–251.
RACHMAN, A. D.: Agoraphobia – a safety signal perspective. Behavior research and
therapy. 22, 59 – 70. 1984.
Rámcový vzdělávací program pro základní vzdělávání (se změnami provedenými k 1.
7. 2007). Praha: Výzkumný ústav pedagogický, 2007. Dostupné na http://
www.vuppraha.cz/soubory/RVPZV_2007-07.pdf
RAPIN I, TUCHMAN R. Where we are: Overview and definitions. In: Tuchman R,
Rapin I, editors. Autism: A neurological disorder of early brain development. London: Mac Keith Press; 2006. p.1-18.
RAPIN I, TUCHMAN RF. What is new in autism? Curr Opin Neurol. 2008
Apr;21(2):143-9).
RAŠEV, E. Škola zad. Praha: Direkt, 1992. 222 pages, ISBN 80-900272-6-1.
401
REEVES, J. L. – ROGGERS, M. C. – EPSTEIN, M. Rewriting Popularity: The Cult Files. In LAVERY, D. – HAGUE, A. – CARTWRIGHT, M. (eds.) Deny All
Knowledge’: Reading X-Files. New York: Syracuse University Press, 1996.
REICH, W.T. (ed.), Encyclopedia of Bioethics, vol.I., Simon & Schuster and Prentice
Hall International, London …, 1995.
RIDEOUT, Victoria. Television as a health educator. A Case Study of Grey´s Anatomy.
A report by Kaiser Family Foundation, September 2008. http://www.kff.
org/entmedia/upload/7803.pdf
RITOMSKÝ,A., SOLLÁR,T.: Projektovanie, analýza a prezentácia výsledkov v sociálnom
výskume. In: Sociálna práca a zdravotníctvo. roč.6, č.1 (2005), s.22-30.
ROGERS C. R. (1997b). Encounterové skupiny, Modra, IRO.
ROGERS C. R. Klientom centrovaná terapia. Jej súčasná prax, aplikácia a teória.
Modra, Persona. 2000.
ROGERS, C. R. Client-Centered Therapy. London. Constable (slovensky ROGERS, C.
R., 2000, Klientom centrovaná terapia. Jej súčasná prax, aplikácia a teória. Modra, Persona. 1951.
ROGERS, C. R. Toward Becoming a Fully Functioning Person. In Perceiving, Behaving, and Becoming: A New Focus for Education. Yearbook, ed. By Arthur
W. Combs, pp. 21-33. Washington, DC: Association for Supervision and
Curriculum Development. http://www.centerfortheperson.org/1962_Toward_Becoming_a_Fully_Functioning_Person.doc. 08.01.2009.
ROGERS, C. R. Freedom to Learn for the 80th. New York, MacMillan Publ. 1983.
ROGERS, C. R. O osobnej moci. Modra, Persona. 1999.
ROGERS., C., R. Ako byť sám sebou. Bratislava, Iris. 1995.
ROSOCHOVÁ, J. Vážime si darcov krvi. [We Appreciate Blood Donors] In: Bedeker
zdravia, vol. 5, 2009, no 4, pages 62-63. ISSN 137-2734.
RUISEL, I. Practical Wisdom In Every Day Life. In ŘEHULKA, E. (eds.) School
and Health 21, 3/2008, Contemporary Discourse on School and Health Investigation. Brno: MSD, 2008, s. 133–143. ISBN 978–80–7392
–041–8.
RYBÁŘ, R. Some Questions Of Philosophy Of Health. In ŘEHULKA, E. (eds.) School
and Health 21 (2). Brno: Masarykova univerzita, 2007, s. 51–60. ISBN
978-80-210-4374-9.
RYDIN, Ingegerd. Chidren’s Television Reception: Perspectives on Media Literacy,
Identification and Gender. In Rydin, I. (ed.). Media Fascination: Perspectives of Young Peoples Meaning Making. Göteborg: NORDICOM, 2003.
ISBN 91-89471-20-2.
RYCHLÍKOVÁ, E. Poruchy funkce kloubů končetin a jejich terapie. Praha: Triton,
1994. 256 pages, ISBN 80-85875-08-X.
ŘEZANKOVÁ, Hana. Analýza dat z dotazníkových šetření. 1st ed. Prague: Professional
Publishing, 2007. 212 pp. ISBN 978-80-86946-49-8.
S
SAKALOVÁ, A., LIPŠIC, T. et al. 1995. Hematológia a transfuziológia. [Haematology and
Transfusiology] Martin: Osveta, 1995, 527 pages ISBN 80 –217-0444-6.
402
SALTHAMMER, T.,WENSING, M., Emissionsprüfkammern und-zellen zur Charakterisierung der Freisetzung flüchtiger organischer Verbindungen aus Produkten
für den Innenraum. In Moriske H. J. und Turowski E.: Handbuch für Bioklima und Lufthygiene, III-6.4.1, ECOMED-Verlag, Landsberg.
SEDLÁK, F. Hudební vývoj dítěte. Praha: Supraphon 1974.
SEDLÁK, F. Základy hudební psychologie. Praha: SPN 1990.
SELIGMAN, M.: Phobias and preparedness. Behavior therapy, 2, 307 – 320. 1993.
SHEPHERD, R & Dennison, C.M. (1996) Influences on adolescent food choice. Proceedings of the Nutrition Society,.55, 345 – 357.
SHULMAN, L.,S. Knowledge and Teaching: Foundations of the New Reform. Harvard
Educational Review, 1987., Vol.57.
SCHONFELD, DAVID et al. Pilot-testing a Cancer Education Curriculum for Grades
K-6. Journal of School Health, 2001, 71, 2, s. 60-65. ISSN 0022-4391.
SCHONFELD, DAVID et al. Staying healthy: What can I do, first steps to prevent cancer. New Haven : Yale University, Department of Pediatrics, 1999.
SIEGLOVÁ, N. Candy as a medicine. Alzheimer´s disease, the modern family and society and the impressionable preschool child. In ŘEHULKA, E. (eds.)
School and Health 21, 2009. General issues in Health Education. Brno:
Masarykova univerzita, MSD, 2009, s. 191–196. ISBN 978-80-2104929-1 (MU), 978-80-7392-105-7 (MSD)
SIEGLOVÁ, N. Children – Drugs – Literature. In ŘEHULKA, E. (eds.) School and
Health 21, 3/2008, Contemporary School Practice and Health Education.
Brno: MSD, 2008, s. 203–207. ISBN 978–80–7392–042–5.
SILBERMAN, Mel. (ed.) The Handbook of Experiential Learning. San Francisco:
Pfeiffer, 2007. ISBN 978-0-7879-8258-4.
SIMČIČ I., Organizacija šolske prehrane z racionalizacijo stroškov. Ljubljana, Zavod
Republike Slovenije za šolstvo. 1999.
SINGER HS, MORFIA CM, WILLIAMS PN, et al. Antibrain antibodies in children with autism and thein unaffected siblings. J Neuroimmunol 2006;
178:149-155.
SKALKOVÁ, J. Obecná didaktika. 1. vyd. Praha: ISV nakladatelství, 1999. 292 s.ISBN
80-85866-33-1.
SMITH, D. W.; ZHANG, J. J.; COLWELL, B. Roles of community organisations in improving cancer prevention instruction in schools. Journal of community
health, Feb 1998, 23, 1, s. 45-58.
SOLLÁR, T. Level of Self-Other Agreement in Evaluating Interpersonal Characteristics
of Managers. In E. Řehulka (ed.). School and Health (21 (2), Brno, Masarykova Univerzita (in press). 2010.
SOLLÁR,T., RITOMSKÝ,A.: Aplikácie štatistiky v sociálnom výskume. Nitra: UKF,
2002, 155 s. – ISBN 80-8050-508-2.
SOLLÁR,T., SOLLÁROVÁ E.: Proactive coping from the perspective of age, gender
and education. In: Studia psychologica. – ISSN 0039-3320. – Vol.51, no.
2-3 (2009), p. 161 – 166.
SOLLÁROVÁ, E. Aplikácie PCA (prístupu zameraného na človeka) v poradenstve a v
organizácii. Bratislava, Ikar, 200 s. 2005.
403
SOLLÁROVÁ, E. Aplikácie prístupu zameraného na človeka (PCA) vo vzťahoch. Bratislava, Ikar. 2005.
SOLLÁROVÁ, E. Person-centred education its potential in the Growth of a person
(teacher and learner). In: E. Řehulka (Ed.). School and Health 21. - Brno:
Paido, Nakladatelství MU, 2006. 281-288. 2006.
SOLLÁROVÁ, E. PCA zručnosti ako cesta k múdrosti vo vzťahoch. In: I. Ruisel (Ed.)
Múdrosť - inteligencia - osobnosť. Bratislava, Ústav experimentálnej psychológie SAV, 89-95. 2006.
SOLLÁROVÁ, E. Optimálne fungovanie osobnosti. Aplikácia prístupu zameraného na
človeka pre rozvojové programy. In I. Ruisel a kol.: Myslenie – osobnosť
– múdrosť. Bratislava, ÚEP SAV, s. 237 – 252. 2008.
SOLLÁROVÁ, E., GALLOVÁ, I. (2010). Hodnotenie účinnosti rozvoja sociálnej kompetencie manažérov. (in press).
SOLLÁROVÁ, E., SOLLÁR, T. (2007a). Charakteristika zmien interpersonálneho
správania v rôznych typoch výcvikov. In: E. Sollárová, M. Popelková
(Eds.). Zážitkové učenie a podpora rozvoja osobnosti : vedecký zborník
vedeckých štúdií. Nitra, UKF, 116-122.
SOLLÁROVÁ, E., SOLLÁR, T. (2007b). The Potential of Empathy in Supporting
Healthy Relationships. In: E. Řehulka (Eds.). School and Health 21 (2).
Brno, Masarykova Univerzita, 291-296.
SOLLÁROVÁ,E. Aplikácie na človeka zameraného prístupu (PCA) vo vzťahoch. Bratislava, Pegas. 2005.
SOLLÁROVÁ,E.: Metodologický prínos C.R. Rogersa pre rozvoj výskumu psychoterapie. In: Metódy empirickej psychológie 1. – Nitra: FSVaZ UKF, 2005b.
– ISBN 80-8094-020-7. – (2005), s.141-160.
SOLLÁROVÁ,E.: Vplyv encounterovej skupiny na interpersonálne správania. In: Sociální procesy a osobnosť 2005.- ISSN 1211-8818. - Brno: Psychologický
ústav AV ČR, 2005. – (2005a), s.354-359.
SOUKUP, P. – RABUŠIC, L. Několik poznámek k jedné obsesi českých sociálních
věd, statistické významnosti. Sociologický časopis / Czech Sociological Review, Prague: Sociologický ústav AV ČR, 43, 2, 379-395, 2007.
ISSN 0038-0288.
SPENGLER, J., McCARTNY, F., SAMET, M., 2001. Indoor Air Quality Handbook,
McGraw-Hill Professional, ISBN 9780074455494
SPILKOVÁ, V. a kol. Současné proměny vzdělávání učitelů. 1. vyd. Brno: Paido, 2004.
271s. s.24, ISBN 80-7315-081-6.
STAMPFL, T. G.: Implosive therapy: theory and technique. New York: General learning
press. 1987.
STAŇKOVÁ, Hana. Stravovací návyky žáků základní školy. bakalářská práce, Masarykova univerzita, Fakulta pedagogická, 2007
STEPTOE, A., WARDLE, J., CUI, W., BELLISLE, F., ZOTTI, A. M., BARANYAI,
R., et al., 2002. Trends in smoking, diet, physical exercise, and attitudes
toward health in European university students from 13 countries 1990–
2000. In Preventive Medicine, 35(2), 2002, 97–104.
STERNBERG R. J. Prečo robia múdri ľudia hlúposti? Bratislava, Pegas. 2004.
404
STEWARD, J., & FOLLINA, F. Informing policies in forensic settings: A review of
research investigating the effects of exposure to media violence on challenging/offending behavior. British Journal of Forensic Practice, 8(2),
31-46, 2006.
STORY, M. & Resnick, M.D. 1986 Adolescent’s views on food and nutrition. Journal of
Nutrition Education, 18. 188 - 192.
STRACH,J. Jak připravit žáky a jejich rodiče na nebezpečí plynoucí z rozvoje telekomunikací a zejména internetu. In: Škola a zdraví pro 21. Století,Brno ,
MSD, 2008. 5 s. ISBN 978-80-7392-077-7
STRACH,J. Wie kann die Schule dazu beitragen, das Gesundheitsrisiko von Schüler /
-inen/ -n bei Computernutzung zu minimierren? In Lehrer/ -innenbildung
in Europa. 1. vyd. Winer Neudorf : Verlag GmbH &Co.KG Wien-Zurich,
2008. od s. 88-97, 11 s. ISBN 978-3-7000-0826-2
STRASBURGER, V., & WILSON, B. Children, adolescents and the media. Thousand
Oaks, CA: Sage, 2002.
SULLIVAN, A. K. – STRANG, H. Bibliotherapy in the Classroom. In Childhood Education. Winter 2002/2003.
Sväté písmo Starého a Nového zákona. 1996. Trnava : Spolok svätého Vojtecha, 1996.
2624 s.
SVITEKOVÁ, K. 2009. História transfúzie krvi. [History of Blood Transfusion] In:
Bedeker zdravia, vol. 5, 2009, no 2, pages 24-25. ISSN 1337-2734.
SWIFT, G.: Waterland. Pan Books Ltd., The Picador Edition, London 1981.
Š
ŠEVČÍKOVÁ, A. Vývojové vady páteře u dětí. Graduation thesis. Brno: KRVVZ PdF
MU, 2004, 62 pages, + supplements. ISBN-.Thesis tutor: Doc. MUDr.
Marie Havelková, CSc.
ŠKVORECKÝ, J.: Legenda Emöke. Čs. spisovatel, Praha 1963. Masarykova univerzita,
Brno 1998.
ŠLANHOF, J.: Prostředí budov a ionizované ovzduší, VUT v Brně, FS, Brno 2000
ŠMAJSOVÁ BUCHTOVÁ, B. The idea of sanctity of nature in the formation of human
ontogenesis. ŘEHULKA, E. (eds.) School and Health 21, 2009. General
issues in Health Education. Brno: Masarykova univerzita, MSD, 2009,
s. 83–88. ISBN 978-80-210-4929-1 (MU), 978-80-7392-105-7 (MSD)
ŠTAMPACH, F.: Domov a škola. Pečují o zdraví školáků. Praha 1941.
ŠUBRTOVÁ, M. Anorexia nervosa and its depiction in literature for children and young
people. In ŘEHULKA, E. (eds.) School and Health 21, 2009. General
issues in Health Education. Brno: Masarykova univerzita, MSD, 2009,
s. 179–180. ISBN 978-80-210-4929-1 (MU), 978-80-7392-105-7 (MSD)
ŠULCOVÁ, E., STROSSEROVÁ, A. Školní stravování (historie a aktuálně). Výživa
a potraviny, 2008, roč. 63, č.5, s.68-71 ISSN 1211-846X
ŠVEC,V. Konstrukce poznání. In. Nezvalová, D.(ed.) Konstruktivismus jeho aplikace
v integrovaném pojetí přírodovědného vzdělávání. Úvodní studie grantu
GAČR 406/05/0188. Olomouc: PřF UP, 2006, s.38, s.30-40,115s. ISBN
80-244-1258-6.
405
ŠVEC.V.(ed.) Od implicitních teorií výuky k implicitním pedagogickým znalostem. 1.
vyd. Brno: Paido, 2005. 99s. ISBN 80-7315-092-1.
T
TAKASAKI, Y. et al. Heart Disease, Other Ccirculatory Diseases, and Onset of Major
Depression Among Community Residents in Japan: Results of the World
Mental Health survey Japan 2002-2004, In: Acta Medica Okayama., vol.
62, Issue 4, p. 241 – 249. ISSN 0386 - 300X. 2008.
TAUWINKLOVÁ, Lenka.: Vliv psychologických a sociálních aspektů na stravování
dětí ZŠ. Brno: Masarykova univerzita, Fakulta pedagogická, Katedra rodinné výchovy, 2008. 72 l., 5 l. příl. Vedoucí diplomové práce Mgr. Martina Pokorná.
TĚPLOV, B.M. Psychologie hudebních schopností. Praha: SPN 1965.
TICHÝ, M. Funkční diagnostika pohybového aparátu. Praha: Triton, 2000. 94 pages,
ISBN 80-7254-022-X.
TLÁSKAL, P. Školní stravování. Výživa a potraviny, 2008, roč. 63, č.5, s.66-67
ISSN 1211-846X
TRILLINGSGAARD A, SORENSEN EU, NEMEC G, JORGENSEN M. What distinguish autism spectrum disorders from other developmental disorders
before the age of four years? Eur Child Adolesc Psychiatry. 2005; 14:6572.
TSAI, Y.-W. ET AL. Gender Differences in Smoking Behaviors in an Asian Population
IN: JOURNAL OF WOMENS HEALTH, VOLUME: 17, ISSUE: 6, P.
971-978, 2008, ISSN: 1540-9996.
TUCHMAN RF, RAPIN I. Epilepsy in autism. Lancet Neurol. 2002 Oct;1(6):352-8.
TURNER LM, STONE WL, POZDOL SL, COONARD EE. Follow–up of childreen with autism spectrum disorders from age 2 to age 9. Autism. 2006
May;10(3):243-265.
U
Universal Declaration on Bioethics and Human Rights. UNESCO, Paris 2006.
UPTON Sinclair. [online]. [Cit. 2010-15-03].Dostupné na: < HYPERLINK “http://
www.online-literature.com/upton_sinclair/” http://www.online-literature.
com/upton_sinclair/>
V
VAĎUROVÁ, Helena. “Měření a klasifikace faktorů ovlivňujících kvalitu života seniorů, nevyléčitelně nemocných a umírajících”. In MÜHLPACHR, Pavel.
Schola gerontologica. 1st ed. Brno: Masaryk University, 2005. pp. 25–35.
ISBN 80-210-3838-1.
VÁGNEROVÁ, Marie. Kognitivní a sociální psychologie žáka základní školy. 1.vyd.
Praha : KAROLINUM, 2001. 304 s. ISBN 80-246-0181-8
VÁGNEROVÁ, Marie. Úvod do psychologie. Dotisk Praha : KAROLINUM, 2003. 210
s. ISBN 80-246-0015-3
VÁŠOVÁ, L. Úvod do bibliopedagogiky. Prague: ISV nakl., 1995. ISBN 80-8586607-2.
406
VÉLE, F. Kineziologie pro klinickou praxi. Praha: Grada Publishing, 1997. 272 pages,
ISBN 80- 7169- 256-5.
VÍTKOVÁ, M. Somatopedické aspekty. Brno Paido, 2006. ISBN 80-7315-134-0.
VOLKMAR FR, Nelson DS. Seizure disorders in autism. J Am Acad Child Adolesc
Psychiatry. 1990 Jan;29(1):127-9.
VOSNIADOU, S. On the nature of children‘s naive knowledge. Proceedings of the 11
Annual Conference of the Science Society, Hilsdale : 1989, s. 404-411.
ISBN 0-8058-0684-9.
VOSNIADOU, S.; BREWER, W. F. Mental models of the Earth: A study of conceptual
change in childhood. Cognitive psychology, 1992, 24, s. 535-585.
VYMĚTAL, J., REZKOVÁ,V. Rogersovský přístup k dospělým a dětem. Praha, Portál.
2001.
VÝROST, J. Koncepcie osobnostných čŕt – prístupy k diagnostike. In. J. Výrost, I. Ruisel (Eds). Kapitoly z psychológie osobnosti. Bratislava, Veda, 85-120.
2000.
VÝROST, J. Sociálna kompetencia alebo sociálne kompetencie? In Sociálne procesy
a osobnosť 2002, Košice, SAV, s. 329 – 333. 2002.
VYSKOČILOVÁ, E. Konstruktivistické pojetí učiva a učení. Komenský, 2005, 129, 5,
s. 2-16. ISSN 0323-0449.
VYSKOČILOVÁ, E. a kol. Prvouka pro 3. ročník základní i obecné školy. Pozorujeme,
ptáme se, poznáváme. Praha: Portál, 1995, ISBN 80-7178-059-6.
VÝŽIVA DĚTÍ. [online]. Má školní stravování budoucnost?, poslední revize.2007
[cit.2008-10-22].Dostupné z www: < http://www.vyzivadeti.cz/data/sharedfiles/tiskove_materialy/TZ_Skolni%20stravovani_fin.doc
VÝŽIVA DĚTÍ. [online]. Školní oběd=součást zdravého jídelníčku dítěte, poslední revize.2007 [cit.2008-10-22]. Dostupné z www: < http://www.vyzivadeti.cz/
data/sharedfiles/tiskove_materialy/TM_Tomesova_fin.doc>
W
WALKER, S.: Learning theory and behavior modification. London: Methuen. 1984.
WETTON, N.; MCWHIRTER, J. Health for Life. A quide for health promoting schools.
London : Forbes, 1995.
WHO. Diet, Nutrition, and the Prevention of Chronic Diseases. WHO Technical report
Series 797, Geneva 1990.
WILLIAMS, J.M.; BINNIE, L. M. Children´s concepts of illness: An intervention to
improve knowledge. British Journal of Health Psychology, 2002, 7, s.
129-147. ISSN 1359-107X.
WIMER, D. J.; PRIETO, L. R.; MEYERS, S. A. To train or not to train; that is the question, 2004, In W. BUSKIST; B. C. BEINS; V. W. HEVERN (eds.), Preparing the new psychology professoriate: Helping graduate students become competent teachers (p. 2-9). Syracuse, NY: Society for the Teaching
of Psychology. Retrieved from http:// www.teachpsych.org/teachpsych/
pnpp/
WINTER, Z.: Nezbedný bakalář (Starobylý obrázek z Rakovnicka). Melantrich, Praha
1984.
407
WOLPE, J.: A critique based on Freud’s case of Little Hanse. Journal of nervous and
mental disease. 131, 41 – 45. 1962.
WOO EJ, BALL R, LANDA R, et al. Developmental regression and autism reported to
the Vaccine Averse Ebeny Reporting Systém. Autism 2007; 11:301-310.
World Health Organization. The ICD classification of mental and behavioral disorders:
clinical descriptors and diagnostic guidelines. Geneva: World Health Organization; 1992.
WRONG V. Epilepsy in childreen with autistic spectrum disorder. J Child Neurol
1993;8:316-22.
WUYTS, F. L.; DE BODT, M.; MOLENBERGHS, G. et al. The Dysphonia Severity
Index. An objective measure of vocal quality based on a multiparameter
approach. In Journal of Speech, Language and Hearing Research, Vol.
43, 2000, pp. 796–809.
Z
ZAORÁLEK, J. Lidová rčení. Praha: Academia, 2002. ISBN 80-200-0824-1.
ZELENÁ, J. Problematika vadného držení těla a možnosti jeho nápravy u žáků na II.
stupni základní školy. Graduation thesis. Brno: KRVVZ PdF MU, 2004.
62 pages, + supplements. ISBN-. Thesis tutor: MUDr. Petr Kachlík,
Ph.D.
ZIMMERMAN AW, Connors SL, Matteson KJ, et al. Materna antibrain antibodies in
autism. Brain Nebav Immun 2007; 21:351-357.
ZWAIGENBAUM L, Bryson S, Rogers T, et al. Behavioral manifestations of autism in
the first year of life. Int J Dev Neurosci. 2005 Apr-May;23(2-3):143-52.
Ž
ŽALOUDÍKOVÁ, I.; HRUBÁ, D. Non-Smoking is a Norm school-based programme
for primary school. In: 4th European Conference on Tobacco or Health,
Basel: 2007, s. 334. ISBN 978-3-89967-471-0.
ŽALOUDÍKOVÁ, I.; HRUBÁ, D. Normální je nekouřit 4. díl. Brno : MSD, 2008, 97
s. ISBN 978-80-7392-048-7.
ŽALOUDÍKOVÁ, I.; HRUBÁ, D. Normální je nekouřit. Hygiena, 53, Supplementum
1, Křižovatky podpory zdraví, SZÚ Praha : 2008, s. 23-28. ISSN 18026281.
ŽALOUDÍKOVÁ, I.; HRUBÁ, D. Prevence kouření ve škole. Onkologická péče, 12,
2008, 1, s. 5-7. ISSN 1802-7407.
ŽALOUDÍKOVÁ, I.; HRUBÁ, D. Výchova k onkologické prevenci u dětí na základní
škole. Onkologická péče, 12, 2008, 1, s. 21-25. ISSN 1802-7407.
ŽALOUDÍKOVÁ, I.; HRUBÁ, D. Who Teaches our Children to Smoke. In: 4th European Conference on Tobacco or Health, Basel: 2007, s. 333. ISBN 9783-89967-471-0.
408
LIST OF AUTHORS
Mgr. Petr ADAMEC, DiS.
Masarykova univerzita
Žerotínovo nám. 9
601 77 Brno
Tel.: 00420 549494088
E-mail: adamec@rect.muni.cz
Prof. dr. Barbara BAJD
University of Ljubljana
Faculty of Education
Kardeljeva pl. 16, 1000 Ljubljana
SLOVENIA
Tel.:+386 1 589 23 12
E-mail: Barbara.bajd@guest.arnes.si
Prof. PhDr. Michaela BUCK, Ph.D.
University of Nicosia
Department of Psychology
40 Makedonitissa Ave
P.O. Box 24005, Nicosia, CY
E-mail: m.buck@unic.ac.cy
Doc. PhDr. František ČAPKA, CSc.
Masarykova univerzita
Pedagogická fakulta
Katedra historie
Poříčí 9/11, 603 00 Brno
Tel.: 549 49 7266.
E-mail: capka@ped.muni.cz
Doc. PhDr. Jiří DAN, CSc.
Masarykova univerzita
Pedagogická fakulta
Katedra psychologie
Poříčí 31, 603 00 Brno
Tel.: 549 49 3651
E-mail: dan@jumbo.ped.muni.cz
Prof. PhDr. Ing. Miloš DOKULIL, DrSc.
Masarykova univerzita
Fakulta informatiky
Katedra informačních technologií
Brno
Tel.: 00420 54949 4079
E-mail: dokulil@fi.muni.cz
MgA. Jana FROSTOVÁ, Ph.D.
Masarykova univerzita
Pedagogická fakulta
Katedra hudební výchovy
Poříčí 31, 639 00 Brno
Tel.: 549 49 5329
E-mail: frostova@jumbo.ped.muni.cz
PhDr. Ilona FIALOVÁ, Ph.D.
Masarykova univerzita
Pedagogická fakulta
Katedra speciální pedagogiky
Poříčí 7, 603 00 Brno
Tel.: 420774622074
E-mail: fialova@ped.muni.cz
PaedDr. Ivana GALLOVÁ, PhD.
Univerzita Konštantína Filozofa v Nitre
Fakulta sociálnych vied a zdravotníctva
Kraskova 1, 949 74 Nitra, Slovensko
Tel.: 00421 907 670 360
E-mail: ivana.gallova@mail.com.sk
ing. Barbora HAŠKOVÁ
Masarykova univerzita
Žerotínovo nám. 9
601 77 Brno
Tel.: 00420 549494336
E-mail: haskova@rect.muni.cz
409
Doc. MUDr. Marie HAVELKOVÁ, CSc.
Masarykova univerzita
Pedagogická fakulta
Katedra rodinné výchovy a výchovy ke zdraví
Poříčí 31, 603 00 Brno
Tel.: 549 494 257
E-mail: havelkova@ped.muni.cz
Doc. MVDr. Tatiana KIMÁKOVÁ, Ph.D.
Ústav verejného zdravotníctva
Univerzita Pavla Jozefa Šafárika
Lekárska fakulta,
Šrobárova 2, 04180 Košice, Slovenská republika
E-mail: tatiana.kimakova@upjs.sk
prof. MUDr. Jan HOLČÍK, DrSc.
Masarykova univerzita
Lékařská fakulta
Ústav sociálního lékařství a veřejného
zdravotnictví
Komenského nám. 2, 662 43 Brno
Tel.: 549 49 4007
E-mail: jholcik@med muni cz
Verena KOCH, Ph.D.
University of Ljubljana
Faculty of Education
Kardeljeva pl.16, Slovenia
Tel. 00386 – 1 – 5892 213, Fax: 00386 –
1 – 5892 233
E-mail: Verena.Koch@pef.uni-lj.si
Ing. Helena JEDLIČKOVÁ, Ph.D.
Masarykova universita
Pedagogická fakulta
Katedra biologie: Poříčí 7, 603 00 Brno,
Česká republika
E-mail: jedlickova@ped.muni.cz ,
PhDr. Ivana KOLÁŘOVÁ, CSc.
Masaryk University
Faculty of Education
Department of Czech Language
Poříčí 9/11, 603 00 Brno, CZ
Phone: 00420 549 49 5056
E-mail: kolarova@ped.muni.cz
Doc. PhDr. Petr JEMELKA, Ph.D.
Masarykova univerzita
Pedagogická fakulta, Katedra OV
Poříčí 31, 603 00 Brno
Tel.: 549 49 4818
E-mail: jemelka@ped.muni.cz
Mgr. Jana KRÁTKÁ, Ph.D.
Masarykova univerzita
Pedagogická fakulta
Katedra pedagogiky
Poříčí 31, 603 00 Brno
E.mail: j.m.kratka@seznam.cz
MUDr. Petr KACHLÍK, Ph.D.
Masarykova univerzita
Pedagogická fakulta
Katedra speciální pedagogiky
Poříčí 9/11, 603 00 Brno
Tel.: 549 49 4886
E-mail: kachlik@ped.muni.cz
MUDr. J. MAČALOVÁ
Národná transfúzna služba Slovenskej republiky
Tr. SNP 1, Košice
Slovenská republika
Mateja KAVČIČ
University of Ljubljana
Faculty of Education
Kardeljeva pl.16, Slovenia
Tel. 00386 – 1 – 5892 213
Fax: 00386 – 1 – 5892 233
Prof. PhDr. Marie MAREČKOVÁ, DrSc.
Masarykova univerzita
Pedagogická fakulta
Katedra historie
Poříčí 9/11, 603 00 Brno
Tel.: 549 49 5447
E-mail: mareckova@ped.muni.cz
410
Doc. RNDr. Jiří MATYÁŠEK, CSc.
Masarykova univerzita
Pedagogická fakulta
Katedra biologie
Poříčí 31, 603 00 Brno
Tel.: 549 49 5532
E-mail: matyasek@ped muni cz
Ing. Ivona PAVELEKOVÁ, CSc.
Trnavská univerzita
Pedagogická fakulta
Katedra chémie
Priemyselná 4, Trnava
Slovenská republika
E-mail: ipavelek@truni.sk
Prof. RNDr. Vladislav NAVRÁTIL, CSc.
Masarykova univerzita
Pedagogická fakulta
Katedra fyziky
Poříčí 7, 603 00 Brno
Tel.: 549 49 5753
E-mail: Navratil@jumbo ped muni cz
Ing.Viera PETERKOVÁ
Trnavská univerzita
Pedagogická fakulta
Katedra biológie
Priemyselná 4, Trnava
Slovenská republika
E-mail: vpeterka@truni.sk
Mgr. Aleš NEUSAR
Institut výzkumu dětí, mládeže a rodiny
Fakulta sociálních studií
Masarykova univerzita
Joštova 10, 602 00 Brno
E-mail: neusar@fss.muni.cz
prof. PhDr. Ivo POSPÍŠIL, DrSc.
Masarykova univerzita
Filozofická fakulta
Ústav slavistiky
Arna Nováka 1, 602 00, Brno
tel. 549 49 62 40
E-mail: pospslav@phil.muni.cz
Mgr. Lenka OGORVEC HRADILOVA,
Ph.D.
Masarykova universita
Pedagogická fakulta
Katedra biologie : Poříčí 7, 603 00 Brno,
Středisko „Kejbaly“- Botanická zahrada MU
Vinohrady 100, 639 00 Brno
Česká republika
Tel.: Centrum „Kejbaly“ : 547 21 37 08,
E-mail: lenka.hradilova@yahoo.com
Doc. MUDr. Hana OŠLEJŠKOVÁ, Ph.D.
Klinika dětské neurologie LF MU a FN
Brno
Černopolní 9
613 00 Brno
Tel.: +420 532 234 911
E-mail: hoslej@fnbrno.cz
Luka PRAPROTNIK, PhD.
Ljubljanská Univerzita
Pedagogická fakulta
Ljubljana, Slovenia
PhDr. Tomáš SOLLÁR, PhD.
Univerzita Konštantína Filozofa v Nitre
Ústav aplikovanej psychológie
Fakulta sociálnych vied a zdravotníctva UKF
Piaristická 10, 949 74 Nitra
Tel:421 377 728 051
E-mail: tsollar@ukf.sk
Prof. PhDr. Eva SOLLÁROVÁ, CSc.
Univerzita Konštantína Filozofa v Nitre
Fakulta sociálnych vied a zdravotníctva
Kraskova 1, 949 47 Nitra
E-mail: esollarova@ukf.sk
411
Doc. Ing. Jiří STRACH, CSc.
Masarykova univerzita
Pedagogická fakulta
Katedra didaktických technologií
Poříčí 31, 603 00 Brno
Tel.: 549 49 6960
E-mail: strach@ped.muni.cz
Prof. PhDr. Jaroslav VACULÍK, CSc.
Masarykova univerzita
Pedagogická fakulta
Katedra historie
Poříčí 9/11, 603 00 Brno
Tel.: 549 49 7470
E-mail: vaculik@ped.muni.cz
Ing. Jaroslav SVOBODA, Ph.D.
Mendelova zemědělská a lesnická univerzita v Brně
Lesnická a dřevařská fakulta Ústav nábytku, designu a bydlení
Zemědělské 3, 613 00, Brno
Tel: +420 731 076 038
E-mail: svobodajarda@seznam.cz
PhDr. Jana VESELÁ, Ph.D.
Masarykova univerzita
Pedagogická fakulta
Poříčí 31, 603 00 Brno
PhDr. Milena ŠUBRTOVÁ, Ph.D.
Masarykova univerzita
Pedagogická fakulta
Katedra české literatury
Poříčí 7, 603 00 Brno
Tel: 549 49 7351
E-mail: subrtova@ped.muni.cz
PhDr. Mgr. Iva ŽALOUDÍKOVÁ, Ph.D.
Masarykova univerzita
Pedagogická fakulta
Katedra psychologie
Poříčí 31, 603 00 Brno
Tel.: 549 49 6688
E-mail: zaloudikova@ped muni cz
Mgr. Iva TYMRÁKOVÁ
Masarykova universita
Pedagogická fakulta
Katedra biologie : Poříčí 7, 603 00 Brno
412
NAME INDEX
A
AAGAARD-HANSEN, J.
AARO, L. E.
ALEXANDER, H.
ALLEN DA.
AMARAL, DG,
ANAGNOSTOU, E.
ANDERSEN, M.
ANDERSEN, S.
ATOUM, A.
AUSSILLOUX, C.
AUTRATA, R.
133, 399
396
133, 387
357, 387
360, 387
387, 356, 360
387, 174, 178
387, 174, 178
391, 174
387
399
B
BACKETT, K.
BACKETT-MILBURN, K
BADDELY, A. D.
BAGDA, E.
BAGHDADLI, A.
BAIRD, G.
BAK, J.
BALL, R.
BALOWSKA, G.
BARANKIN, B.
BARANYAI, R.
BARBA, G.
BARON–COHEN, S.
BARRUECO, M.
BEILIN, L. J.
BEINS, B. C.
BEK, M.
BELLISLE, F.
BENDELOW, G.
BENNETT A.
BERGH, I. H.
BERNSTEIN, D. A.
BIBACE, R.
133, 387
387
387
387
357, 387
356, 388
124, 127, 132, 133, 400
408
388
227, 388
405
388
388
228, 388
393
407
388
404
124, 132, 133, 224, 231, 399, 401
391
396
363, 393
125, 133, 138, 239, 240, 388
413
BIELBY, D. D.
BÍLEK, M.
BINNIE, L. M.
BIRCH, L. L.
BIRNBAUM, M. H.
BIRO, L.
BLACKMAN, M. C.
BLATNÁ, R.
BOKESOVÁ-UHEROVÁ, M.
BOLDEMAN, C.
BONNOT-MATHERON
BOROUCHOVITCH, E.
BOUNTON, M. E.
BOYATZIS, R. E.
BRANNEY, P.
BRÁZDOVÁ, Z.
BRDLÍK, J.
BREWER, F.
BREWER, W. F.
BROWN, L. O.
BROWNE, K.
BRUNECKÝ, P.
BUCK, M.
BURKE, V.
BUSKIST, W.
393, 101
45, 48, 388
407
286, 388
365, 388
295, 388
174, 178, 388
390
305, 396
226, 388
388
389
337, 389
165, 389
364, 365, 368, 397
391
389
389
407
389
107, 389
389
5, 91, 333, 389, 409
288, 393
363, 364, 369, 389, 407
C
CANITANO, R.
CAREY, P.
CARONNA, EB.
CARTWRIGHT, M.
CESARI, A.
CINGOŠ, J.
COLIC´ BARIC´, I.
COLLINS, M.
COLWELL, B.
CORTI, B.
CRHA, B.
CUI, W.
CURCIO, J. C.
ČÁP, J.
ČECHOVÁ, M.
ČERVENÁ, V.
ČERMÁK
357, 361, 389
227, 389
361, 389
402
397
305, 306, 307, 389
295, 389
133, 399
403
393
206, 389
404
389
43, 68, 69, 390
121, 390
390
390
414
D
DANIEL, J.
DAVIDSON, C.
DAVIS, S. F.
DAVISON, G. C.
DAWSON, G.
DE BODT, M.
DELORS, J.
DEMPSEY, T.
DEMYER, M.
DENNISON, C. M.
DEUSINGER, R. H.
DEUSINGER, S. S.
DI LEO, J. H.
DOBEŠ, M.
DOHNALOVÁ, I.
DOPITOVÁ, L.
DOSTÁLOVÁ, J.
DOULÍK, P.
DRAPELA, V.
DRDA, J.
DUJÍČKOVÁ, E.
DUŠEK, L.
DVORSKÝ, L.
DVOŘÁK, R.
DVOŘÁKOVÁ – JANŮ, V.
190, 390
387
364, 389
337, 390
358, 390
194, 195, 390, 408
41, 58, 59, 60, 61, 390
361, 398,
390
286, 403
401
401
390
318, 320, 321, 323, 390
329, 390
390
400
127, 390, 391
273, 391
113, 117, 118, 121, 391
399
399
391
331, 391
272, 273, 274, 276, 278, 391
E
EDESON, B.
ELLEN, C.
EPSTEIN, M.
ESTEVE, E.
195, 399
139, 239, 391
402
227, 391
F
FALTUS, F.
FARAH, A.
FERRO LUZZI, A.
FIALA, J.
FILIPEK, AP.
FILIPPINI, G.
FIORE, S. M.
FISHBURNE, G. J.
FOLLINA, F.
FOMBONNE, E.
FORALOVÁ, R.
274, 391
174, 391
285, 391
391
394
131, 398
391
369, 394
107, 405
356, 391
399
415
FOSCHI, R.
FRANĚK, M.
FRAŇKOVÁ, S.
FROBISHER, C.
FROSTOVÁ, J.
FUKUDA, Y.
FUNDER, D. C.
254, 392
206, 392
272-274, 276, 278, 392
288, 392
4, 193, 194, 203, 205, 207, 218,
392, 409
254, 260, 392
173, 174, 178, 388, 397
G
GARAVIS, J. L.
GAVORA, P.
GIBNEY, M.
GILLICK, M. R.
GLUCHMAN, V.
GOLDMAN, S. L.
GONNERMANN, U.
GOSS LUCAS, S.
GRACEY, D.
GRAY, J.
GREBEŇOVÁ, Š.
GREEN, J.
GRIGGS, R. A.
GROSS, R.
GÚTH, A.
388
343, 392
285, 391
392
27, 392
393
198, 393
363, 393
288, 393
393
5, 271, 393
393
364, 393
333, 389, 393
319, 393
H
HAGUE, A.
HAJER-MULLEROVÁ, L.
HALADOVÁ, E.
HAMILTON-GIACHRITSIS, C.
HARA, H.
HARRINGTON, C.L.
HARTMAN, T. J.
HARVEY, M.
HAUSER, P.
HENDL, J.
HESLEY, J. W.
HETHER, J.
HEVERN, V. W.
HICKSON, C.
HIGHSTEIN, G. R.
HINGTGEN, JM.
HIRTZ, GD.
HOLČÍK, J.
402
391
322, 393
107, 389
361, 393
101, 393
228, 393
397
393
133, 394
105, 106, 394
398
407
369, 394
401
390
356, 394
3, 75, 394, 410
416
HOLM, L. E.
HONDROS, G
HORÁKOVÁ, K.
HORKÁ. H.
HOUTS, A. C.
HOWES, C.
HOWLIN, P.
HRABOVSKÁ, P.
HRADILOVÁ, L.
HRBÁČKOVÁ, K.
HRONEK, J.
HRUBÁ, D.
HŘEBÍČKOVÁ, M.
HUGHES, M.
HÜTTEL, V.
388
400
306, 307, 394
59, 394
337, 394
165, 394
358, 360, 394
394
3, 48, 49, 50, 57, 61, 62, 68, 70,
395, 411
394
390
4, 221, 317, 318, 394, 408
173, 174, 175, 178, 394
102, 103, 394
394
Ch
CHAMBERLINE, J.
CHARMAN, T.
CHIN, D.
CHO, H.J.
CHRISTENSEN, P.
224, 394
357, 394
124, 127, 222, 231, 240, 395
257, 260, 395, 397
395
I
INHELDEROVÁ, B.
400
J
JACKSON, RK.
JAMES, A.
JANÁČKOVÁ, Z.
JANDA, V.
JEDLIČKOVÁ, H.
390
395
395
321-323, 331, 395
3, 39, 41, 48-51, 57, 61, 62, 64, 68,
70, 395, 412
41, 66, 395
5, 311, 395, 410, 412
102, 395
399
396
224, 396
396
226, 396
105, 396
305, 396
397
JELEMENSKÁ
JEMELKA, P.
JENKINS, H.
JENSEN, B. B.
JOKL, M.
JONES, S. E.
JONSEN, A. R.
JOSENDAL, O.
JOST, F.
JUNAS, J.
JURDIN, R.
417
K
KABELÍKOVÁ, K.
KADEMANI, D.
KALHOUS, Z.
KANTORKOVÁ, H.
KARIM – KOS, H. E.
KATTMANN, U.
KELLEY, KR.
KENNY, D.
KHANG, Y. H.
KLÍMOVÁ, K.
KNESELOVÁ, H.
KOFLER, L.
KOHOUT, P.
KOCH, V.
KOLÁŘOVÁ, I.
KOLÁŘOVÁ, Z.
KOLB, D. A.
KOLLÁRIK, T.
KONTROVÁ, I.
KOPŘIVOVÁ, J.
KOSTANJEVEC, S.
KOSTKA, T.
KOTULÁN, J.
KOVALIKOVÁ, S.
KOZELSKÁ, Z.
KRAUS, J.
KREJČÍ, M.
KŘELINOVÁ, R.
KURELOVÁ, M.
KURIC, J.
KURITA H.
327, 396
254, 396
396
397
254, 396
41, 66, 395
361, 396
174, 178
257, 260, 396
394, 397
393
396
400
5, 285, 286, 396, 410
4, 149, 396, 410
396
105, 396
166, 181, 397
399
328, 397
286, 396
397
393
60, 397
397
339, 400
322, 327, 398
397
42, 397
2, 341, 397
357, 397
L
LAMTZ, C.
LANDA, R.
LAVERY, D.
LECHTA, V.
LEPIL, O.
LETZRING, T. D.
LEWIT, K.
LIPŠIC, T.
LONETTO, R.
LUKEVIČ, Ž.
397
408
402
397
44, 397
174, 178, 397
319, 321, 323, 324, 397
402
127, 129, 397
389
418
LÝSEK, F.
M
MAESTRO, S.
MACHAČ, J.
MAJTÁN, M.
MAKOVSKÁ, Z.
MALACH, J.
MALOW, BA.
MANSSON-BRAHME, E.
MAREK, Z.
MAREŠ, J.
206, 397
MARŠÍČEK, V.
MATSON, JL.
MAXWELL, S. M.
McCARTNY, F.
McCARTY, P. R.
McDANIEL, R.
McGREW, SG.
McKIE, L. A.
McWHIRTER, J.
MEADOWS, E.
MEDNICK, B. R.
MERRY, T.
METCALF, D.
MEYERS, S. A.
MICHKOVÁ, M.
MINÁŘOVÁ, E.
MOLENBERGHS, G.
MORENO, J. J.
MORFIA, CM.
MOWRER, O. H.
MULLEROVÁ, L.
MUNARI, A.
MURATORI, F.
MURPHY, S. T.
MUŽÍK, V.
357, 397
390
181, 397
399
397
357, 397
388
389
43, 59, 68, 69, 124, 125, 127, 128,
390, 398
120, 398
361, 398
288, 392
404
393
110, 391
397
387
133, 407
188, 189, 398
389
167, 190, 398
110, 391
364, 369, 398, 407
318, 320, 321, 323, 390
393, 397
194, 408
398
403
334, 336, 337, 338, 398
391
131, 398
397
100, 398
322, 327, 398
N
NAKONEČNÝ, M.
NAVRÁTILOVÁ, A.
NAWKA, T.
NEALE, J. M.
NEDVĚD, J.
NECHVÁTALOVÁ, L.
275, 398
141, 398
198, 393
390
264, 398
322, 393
419
NEIMAN, S. G.
NĚMCOVÁ, B.
NÉMETHOVÁ, D.
NEWTON, J. A.
NEZVALOVÁ, D.
NICKLAS, T. A.
NIKOLAJEV, J. C.
NILOV, E. I.
NORDAHL, CW.
NOTGHI LM, P. S.
NOVÁK, A.
195, 399
113, 115-117, 121, 399
399
133, 399
399, 133
305-308, 399
305-308, 399
305-308, 399
387
400
203, 216, 399
O
OAKLEY, A.
OUHRABKA, M.
124, 127, 132, 133, 221, 222, 224,
231, 240, 399
393
40, 42, 59, 67, 396
273, 392
335, 399
393
133, 399
133, 401
6, 355, 357, 358, 361, 399, 400,
411
59, 398
P
PÁNEK, J.
PAPADAKI, A.
PARDECK, J. T.
PARK, Ch.C.
PARTYKOVÁ, V.
PAŘÍZKOVÁ, J.
PASCAL, C.
PEAKE, D.
PELIKÁN, J.
PERRIN, M. D.
PETRÁČKOVÁ, V.
PHILLIPS, D. C.
PIAGET, J.
PIATEK, Z.
PICKLES, A.
PICOT, MC.
PIKO, B.
POKORNÝ, J.
400
400
105, 106, 400
363, 364, 369, 400
305, 400
273, 392
387
361, 400
342, 400
133, 391
339, 400
44, 66, 400
66, 105, 130, 239, 400
400
388
387
124, 127, 132, 133, 400
400
OBROVSKÁ, J.
OBST, O.
ODEHNAL, J.
OHMAN, A.
ONDRÁŠKOVÁ, K.
ONYANGO-OUMA, W.
OSUSKÁ, L.
OŠLEJŠKOVÁ, H.
420
PORTER, R.
POSPÍŠIL, I.
PRAŠKO, J.
PRAŠKOVÁ, H.
PRIDMORE, P.
PRIETO, L. R.
PROCHAZKA, J. O.
PRY, R.
PUPALA, B.
118, 400
4, 113, 114, 400, 401
181, 184, 188, 401
181, 184, 188, 401
124, 132, 133, 231, 401
364, 368, 369, 398, 407
336, 401
387
133, 401
R
RABIER, J. R.
RABIN, B.
RÁBOVÁ, M.
RABUŠIC, L.
RABUŠICOVÁ, M.
RACETTE, S. B.
RACHMAN, A. D.
RAPIN, I.
RAŠEV, E.
REEVES, J. L.
REGOLY-MEREI, A.
REICH, W. T.
RESNICK, M. D.
REZKOVÁ, V.
RIDEOUT, V.
RITOMSKÝ, A.
RODRIGUE, K. M.
ROGERS, C. R.
ROGGERS, M. C.
ROMANOVÁ, M.
ROSOCHOVÁ, J.
RUISEL, I.
RYBÁŘ, R.
RYDIN,
RYCHLÍKOVÁ, E.
ŘEHULKA, E.
ŘEZANKOVÁ, H.
223, 401
388
280, 401
107, 110, 404
340, 401
295, 401
335, 337, 401
356, 361, 387, 396, 401, 406
324, 325, 328, 329, 401
102, 402
388
402
288, 405
188, 407
100, 398, 402
138, 184, 402, 403
389
166, 167, 169, 171, 173, 174, 179,
182-184, 188-190, 402, 404
402
190, 390
264, 402
402, 404, 407
402
106, 402
331, 402
8, 75, 81, 85, 396, 402-405
402
S
SAKALOVÁ, A.
SALTHAMMER, T.
SAMARAPUNGAVAN, A.
SAMET, M.
266, 402
403
389
404
421
SANDER, E.
SANDVOSS, C.
SARAIYA, M.
SCOTT, J. A.
SEDLÁK, F.
SELIGMAN, M.
SHEPHERD, R.
SHULMAN, L.
SCHEVELL, M.
SCHONFELD, D.
44, 66, 395
393
224, 396
296, 400
206, 403
353, 403
286, 403
43, 60, 403
356, 360, 387
124, 126, 127, 129, 221, 222, 224,
225, 231, 240, 395, 403
387
149, 403
391, 394, 403
288, 403
388
357, 403
385, 391
46, 403
228, 360, 364, 365, 368, 397, 403
4, 168, 171, 173, 174, 182, 184,
190, 390, 402-404, 411
2, 4, 165, 167, 168, 174, 179, 182,
188, 190, 397, 403, 404, 411
107, 110, 404
404
41, 59, 60, 404
336, 337, 404
404
13, 288, 393
295, 404
181, 404
107, 405
288, 405
3, 89, 338, 405, 412
105, 106, 405
107, 405
279, 405
401
105, 106, 406
264, 405
113, 120, 121, 405
390
389
325, 405
SCHUMANN, CM.
SIEGLOVÁ, N.
SILBERMAN, M.
SIMČIČ, I.
SIMOMOFF, E.
SINGER, HS.
SJOSTROM, M.
SKALKOVÁ, J.
SMITH, D. W.
SOLLÁR, T.
SOLLÁROVÁ, E.
SOUKUP, P.
SPENGLER, J.
SPILKOVÁ, V.